MASTER TRAINER FACILITATORS GUIDE for Master Trainers ...

MASTER TRAINER FACILITATORS GUIDE

for Master Trainers Training

on Population Enumeration Census 2011

C E N S U S

OFFICE OF THE REGISTRAR GENERAL & CENSUS COMMISSIONER, INDIA MINISTRY OF HOME AFFAIRS,

GOVERNMENT OF INDIA, NEW DELHI

2011

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POINTS TO REMEMBER

As a trainer, read the Instruction Manual thoroughly more than once

Perceive yourself as a Enumerator/Supervisor rather than a Master Trainer

Possibly sit amongst the Enumerators/Supervisors - don't make yourself distinguished as a Master Trainer

As a trainer move around in the group

Respect the Enumerators/Supervisors and their experiences

During the program use “WE” and words understood as whole. Avoid using words such as “You and Me”.

Don't get caught up in criticisms and arguments, move on with the session

Try to become an effective communicator.

Respect female Enumerators/Supervisors and ensure active participation.

Give respect and welcome visitors, special guests, etc. (apart from the ones slated in the sessions) try to ensure that their speeches/ interventions are kept minimal so that time schedule is maintained.

Ensure that people in the hall are contributors and not observers

Time schedule does not permit elaborate opening or closing ceremonies. If necessary keep them brief.

Try to listen to all the problems, even their departmental or managerial ones, but do not give them false hopes of solving the same.

Try level best to solve content problems yourself or through any other Enumerators/Supervisors. In case of difficulties consult your superior

Try to develop a good rapport with the Enumerators/Supervisors.

The Trainer should introspect the day’s proceedings and plan for the next day's sessions

Try to link one discussion to another to maintain the flow

Familiarize yourself with the equipment. Ensure that before every session the presentation equipment are connected and PowerPoint presentation is set.

See that the sessions with Role Plays are properly handled.

Memorize answers of the quiz questions beforehand

Follow these guiding principles:

Timeliness (Maintain timeline specified in the session plans.)

Self-Discipline (Follow the ground rules yourself)

Well Equipped (The trainer should be well equipped and follow the guide)

Maintaining atmosphere of stress free and participatory learning

For PowerPoint Presentation:

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Be familiar in operating the LCD Projector.

Ensure availability of the operator.

Find out whether electricity is available or not

Attach the computer/ laptop to the LCD Projector and power on

Insert the Presentation CD/ E-Learning CD and see whether its working or not

Play the CD according to the session.

Power off the gadgets when complete

For Role Plays:

Have a copy of the Script ready before respective Role Play sessions.

Invite Enumerators/Supervisors as per the topic, number of scenes and characters.

Define their roles

Hand over the copy to each of them and allot 2-3 minutes to go through it

Ask them to present the role plays in a lively and effective manner

Discuss for a minute or two after each role play

Do not forget to congratulate and thank the presenters

For Delivering Gender Specific Module (Module 7):

The GMTF to plan travel in line with the district training plan

Ensures specified time to deliver the contents (45minutes) on the day to the respective batches.

Prepare for the session in advance and follow the Module Guidelines on Gender Module (Module7)

Use the Leaflet and the Data Poster for transacting the session

Conduct the session effectively with the support of

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FRAMEWORK OF THE THREE DAY MASTER TRAINERS TRAINING FOR POPULATION ENUMERATION CENSUS 2011

DAY MODULE ACTIVITY PARTICULARS TIME (MINS)

CONSOLIDATED TIME (MINS)

PAGE NO.

DAY ONE

1A 1 Setting tone of the Training 20 80 185 3 2 Introduction and Ground Rules 10 4 3 Facilitation and Learning Process 30 5 4 Introduction to Population Enumeration Objectives, Utility, Dates 05 6 5 Roles and Responsibilities of Enumerator/Supervisor 05 6 6 Legal Provisions 10 6

1B 7 House Numbering, Layout Map 40 105 9 8 Abridged Houselist 35 9 9 Familiarization with Household Schedule and Rapport Building 30 10

2 10 Introduction To Module 2 05 80 80 13 11 Question 1: Name of Individuals 25 13 12 Question 2: Head of the Household and Relationship with the Head 05 14 13 Question 3: Sex 10 14 14 Question 4: Date of Birth & Age 25 15 15 Question 5: Marital Status 05 16 16 Question 6: Age at Marriage 05 16

3A 17 Introduction to Module 3a 05 60 145 18 18 Questions 7 & 8 : Religion and Schedule Caste/Tribe 25 18 19 Questions 10 & 11 : Mother Tongue and Other Languages Known 20 19 20 Wrap-Up 10 21

DAY TWO

3B 21 Recapitulation and Reinforcement 20 70 23 22 Questions 9 : Disability 50 25

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3C 23 Questions 12, 13 &14 : Literacy, Status of Attendance and Level of Education Attained

15 15 27

4 24 Myths and Stereotypes 20 150 150 29 25 Introduction to Module 4 05 31 26 Questions 15 &16 : Worked any time during the year &: Category of

Economic Activity 40 31

27 Questions 17, 18 &19 : Occupation, Nature of Industry-Trade or Service and Class of Worker

40 33

28 Questions 20 &21 : Non-Economic Activity and Seeking or Available for Work

20 34

29 Questions 22(A) & 22(B) : Travel to Place of Work – One way distance and Mode of Travel

10 35

30 Quiz on Work 15 35

5 31 Introduction to Module 5 05 60 60 37 32 Questions 23, 24, 25 And 26: Birth Place, Place of Last Residence,

Reason for Migration and Duration of Stay 30 37

33 Question 27 And 28 : Children Surviving and Children Ever Born 15 39 34 Question 29: Number of Children Born Alive during last one year 10 40

6A 35 Introduction to Module 6 05 55 180 42 36 Enumeration of Houseless Household 20 43 37 Revisional Round 20 44

38 Wrap-Up 10 45

DAY THREE

6B 38 Recapitulation and Reinforcement 20 25 47 39 Practicing Arabic Numerals 05 48

6C 40 Name, Signatures, Page Totaling 15 15 50 6D 41 Practice and Feedback on Filled in Schedule 45 45 52 6E 42 Working Sheet for Enumerator’s Abstract 15 40 53

43 Preparation of Enumerator’s Abstract and Arrangement of Records 25 54

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7 45 Gender Sensitivity 45 215 205 56 46 Practicing Facilitation 90 57 47 Practicing Facilitation (Contd.) 40 58 48 Tips on Facilitation and Making Training Effective 15 58 49 Supportive Monitoring and Gender Inputs in Gender Critical Districts 15 59 50 Wrap-Up 10 59

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Day

ONE

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MASTER TRAINERS TRAINING: MODULE 1A OVERVIEW

GENERAL INFORMATION

Main topic to be covered

in module: Questions and/or Themes

: INTRODUCTION, ROLES AND RESPONSIBILITIES AND LEGAL PROVISIONS

Sub-topics to be covered : 1. Introduction and Ground Rules 2. Objectives of Census 2011 3. Reference Date 4. Role and Responsibilities 5. Legal Provisions

Required Outcomes : 1. Participants understand ground rules 2. Clarity on Roles, Responsibilities and Legal aspects 3. Sense of importance of the work instilled 4. Group motivated and involved in learning process

Critical facts that participant must

understand

: 1. Importance of Population Enumeration (PE) and responsibility and duty of the participants onwards

2. Legal Provisions, Obligations Rights and Confidentiality 3. How to approach the household (Politeness Persuasion and

invoking legal provisions if required)

TRAINER PREPARATION

Materials required : 1. Instruction Manual and Household Schedule 2. Blackboard + chalk 3. Scripted role-play / scenario 4. Computer, Projector and PowerPoint presentations, e-learning

module

Preparation : 1. Master Trainer to plan and decide the session indicated in the guide

2. If PPT or e-learning CD used ensure AV equipment’s are in order

3. Place reference marks in Instruction Manual for relevant pages

4. Familiarize with the role play script. After completing the basic /critical instructions introduce the scripted role play (if AV equipment available use e-learning tool)

General cautions and points to watch for

: 1. Time Management 2. If AV equipment fails; then be prepared to deliver through

Instruction Manual and pre-scripted role play. 3. Involve as many participants as possible in discussions and

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readings 4. Ensure everyone has understood the information

Activity 1 : Setting tone of the Training

Expected Outcome

: feel at ease and begin to shed inhibitions; and get initiated into the participatory mode

Tool/ Methodology

Ice-Breaking Game- Call Number Plenary Sharing

Approximate Time

: 20 Minutes (1000 Hrs – 1020 Hrs)

Process : Before the session commences the facilitators prepare small (5 cm X 5 cm) paper slips with numbers written down on each one of them and folded twice. The number of slips will depend on the number of participants present including the facilitators. In this case there are 42 persons (40 participants and two Facilitators).

Announce the rules of the games: “Friends, we are about to play a game. Please stand and form a large

circle. There will be 42 slips of paper on the floor. Each slip has a number

written down on it between 1 and 42. From a signal from me each one of you will have to come forward and

pick up a slip of paper and returning to you places carefully see and remember the number on it. Please don’t show or tell or signal your number to any one, not even to your best friend!

To get going with the game, I will become the ‘den’ and call two numbers between 1 and 42. While calling out the two numbers loud and clear several times I will go round the circle.

The persons whose numbers have been called out will have to carefully signal to one another and exchange places.

While signaling or exchanging places the pairs have to be careful so as not be seen by me or forfeit their places to me.

The person from the pair who is either caught while signaling or forfeits her or his place becomes the new ‘den’ and repeats the process of calling out two more new numbers and the game continues on till almost everyone has had a chance in exchanging places.”

Put the folded slips on the floor in the middle of the training hall and invite the participants to come forward and pick up one slip for herself/himself.

Write out the numbers 1 – 42 on the writing board clearly. Keep striking out the numbers (or erase them) as they are being called out.

Begin by calling out any two numbers (between 1 and 42) loud and clear several times while going round the circle (the inner side of the circle).

At the end of the game (say 20 minutes) request the participants to sit at their ‘new places’ and initiate a discussion. Request one Participant to

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note down the points on the writing board. The following questions may help:

What happened during this game? Why did things happen the way they did? What did we learn from the game?

Wrap up the discussion by emphasizing on: interpersonal communication and relationship building.

Thank the participants for taking part in the game and making it enjoyable for everyone

Precautions

1. Numbers: 6 and 9 may create confusion when inverted (6 may be read as 9 and vice-a-versa), and therefore both the numbers should be spelt out in words as shown to avoid confusion.

2. Remind the participants that, when they become the ‘den’ they should not to call out their own number!

3. While encouraging everyone to take part in the game, also make it clear that those with some health constraints may opt out from taking part; however, encourage such participants to share their observations during the wrap-up discussion.

Activity 2 : INTRODUCTION AND GROUND RULES Expected Outcome

: Sense of importance of the work instilled Group motivated and involved in learning process participants understand ground rules

Tool/ Methodology

Open House Sharing

Approximate Time

: 10 Minutes (1020 Hrs – 1030 Hrs)

Process : Start the training with a cheerful note to set the a tone of the training Introduce yourself to the participants and ask them to introduce their

Name and Present employment

Read the note of the RGI to the participants and the importance of their critical role in Census Operations

After reading of the Note is over, Explaining the rules and norms that the participants as well as the Facilitators are expected to follow during the entire duration of the Training. Mobile phone (switch off/silent) Maintain strict timing

2 & 7

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Ask questions after the session Put questions in the ‘Parking lot’ when shortage of time in dealing with

each question Following the Daily Schedule through consensus within the prescribed

Time Table of the venue After stating the ground rules introduce the concept of mentors and

learners Ask the participants (from Alliance and DCO) to sit state-wise. Make

groups of 2, 3 or 4 (what ever the situation may be) of persons from RG’s Office and from the MTA ( For e.g. if there 3 persons from alliance and 4 from DCO for training 2 batches of MTF in Bihar then make one group of 3 consisting one from Alliance and two from DCO and another of 4 consisting of 2 from alliance and 2 from DCO)

Ask the participants from the RG’s Office playing the role of ‘Mentor’ while the participants from the MTA playing the role of a ‘Learner’ for the entire training period. The ‘Learner’ is expected to get her/his doubts related to the content of PE cleared by the “Mentor’. The “Learner–Mentor” pairs are advised to get acquainted during the tea break.

Activity 3 : FACILITATION AND LEARNING PROCESS Expected Outcome

: Participants understands the role a facilitator plays in effective learning Know how to create an environment of easiness and mutual sharing

Tool/ Methodology

Simulation Exercise - Square Division Open House Sharing

Approximate Time

: 30 Minutes (1030 Hrs – 1100 Hrs)

Process : Draw a square on the white board/ black board and ask the participants to divide it into 4 (four equal parts each of same design and size)

Once they have done it, draw another square and do not wipe the first one. Keep on repeating the process and leave the entire square on the board

as it is. If there is a pause, ask the participants to try on their note book and then

come and do it on the board. Keep asking them to try and try. Mover around the hall and ask the participants to try.

After 15-20 minutes stop the exercise and discuss in the open. What happened during the process How many square could be divided in the beginning What happened during the pause Made you to come with news ideas of dividing the square

Share with the participants the role of a facilitator in the learning process. Highlight the following:

Environment of challenge Motivation in learning process Environment of easiness and peer learning

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Opportunity to perform and applause

Activity 4 : INTRODUCTION TO POPULATION ENUMERATION OBJECTIVES, UTILITY,

DATES Expected Outcome

: Participants understands the objectives of Census and the utility of information in future

Participants are clear of the Reference date of Population Enumeration

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading

Approximate Time

: 5 Minutes (1100 Hrs – 1105 Hrs)

Process : Write the Reference date on Blackboard before commencing the session Use the PowerPoint Presentation or else explain in Open House Briefly introduce the objectives of Census Explain about the reference date and its importance

Activity 5 : ROLES AND RESPONSIBILITIES OF ENUMERATOR/SUPERVISOR Expected Outcome

: Participants understands their roles and responsibilities during Population Enumeration

Tool/ Methodology


Approximate Time

: 5 Minutes (1105 Hrs – 1110 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Briefly explain the roles and responsibilities that of an

Enumerator/Supervisor during Census Operation by reading the first page of Chapter 2

Read aloud para 2.6 and 2.7 and also mention the Honorarium

Activity 6 : LEGAL PROVISIONS Expected Outcome

: Perspective on Legal aspects created

Tool/ Methodology


Approximate Time

: 10 Minutes (1110 Hrs – 1120 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Ask one of the participants to read aloud section 3.2

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Once the participant completes reading the concerned section, highlight the following issues: Important take away message is confidentiality Strategy is first persuasion, then law

RECESS 10 Minutes (1120 Hrs – 1130 Hrs)

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MASTER TRAINERS TRAINING: MODULE 1B OVERVIEW

GENERAL INFORMATION


in module -Questions and/or Themes

: CONCEPTS AND DEFINITIONS, NUMBERING OF BUILDING AND CENSUS HOUSES AND PREPARATION OF LAYOUT MAP, ABRIDGED HOUSELIST (AHL) HOUSEHOLD SCHEDULE AND RAPPORT BUILDING

Sub-topics to be covered : 1. Concepts and Definitions of Houses and Numbering 2. Layout map 3. Abridged Houselist 4. Familiarization with Household Schedule ( Initial Steps) 5. Rapport-building

Required Outcomes : 1. Clarity on Concepts and Definitions of Houses and Numbering 2. Finer issues and detailing to be kept in mind while preparing

Layout map 3. Complete understanding of the linkage between Houselisting

and Population Enumeration through updating of AHL 4. Full familiarization with the structure and content of the

Household Schedule 5. Understanding of correct filling up of location particulars 6. Internalization of eligibility criteria for inclusion as member of a

household 7. Rapport-building skills developed for handling various

situations faced during enumeration. (Refer Role Play CD)


understand

: 1. House Numbering 2. Layout Map 3. Updating of AHL simultaneously with Household Schedule 4. Eligibility criteria for enumeration – usual residents, temporary

visitors, temporary stay-aways 5. Issues of inclusion – girl child, elderly, infants, single women,

persons with disability, paying guest, domestic help and tenants

6. Covering all the Households - Normal, Institutional and Houseless

TRAINER PREPARATION

Materials required : 1. Instruction Manual and Household Schedule 2. Blackboard + chalk 3. Scripted role-play / scenario 4. Computer, Projector, PowerPoint presentations and e-learning

module

9

Preparation : 1. If PPT or e-learning CD used, ensure AV equipment is in order 2. Place reference marks in Instruction Manual for relevant

pages 3. Familiarize with the role play scripts. After completing the

basic/critical instructions introduce the scripted role play (if AV equipment available use e-learning tool)




readings 4. Ensure all participates actively in the process and reads the

Instruction Manual when it is being read

Activity 7 : HOUSE NUMBERING, LAYOUT MAP Expected Outcome

: Clear understanding on concepts, definitions and layout map preparation

Tool/ Methodology


Approximate Time

: 40 Minutes (1130 Hrs – 1210 Hrs)

Process : Write the shortlisted topics on the blackboard before commencing the session

Use the PowerPoint Presentation or else explain in Open House Ask all the participants to open relevant pages. i.e. Chapter 4 Invite one of the experienced participants (who conducted Houselisting

Operations) and ask her/him to read the relevant portion and explain the same to others.

Ask another participant who was engaged in Houselisting Operations to come up to the blackboard and draw the Layout Map. Invite feedback from the other participants on Map drawn

Thank the participants who volunteered reading and preparation of Layout Map

Invite two to three participants, one after the another, to read aloud para 4.53 to 4.57 related to steps involved in fieldwork of Population Enumeration

Thank the participants who volunteered reading

Activity 8 : ABRIDGED HOUSELIST Expected Outcome

: Complete understanding of the linkage between Houselisting and PE through updating of AHL

Tool/ Open House Sharing

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Methodology PowerPoint Presentation Instruction Manual Reading

Approximate Time

: 35 Minutes (1210 Hrs – 1245 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Ask all the participants to open relevant pages. i.e. Chapter 5 Invite two to three participants, one after the other, to read aloud para 5.1

to 5.23 Take the participants through Annexures 1, 2 and 3 of the Instruction

Manual Take the cases in annexure 2 one by one. Invite participants one at a time

to the blackboard and ask him/her to record mock responses Explain the importance of AHL and stress upon that it must be filled

simultaneously with household schedules

Activity 9 : FAMILIARIZATION WITH HOUSEHOLD SCHEDULE AND RAPPORT

BUILDING Expected Outcome

: Full familiarization with the structure and content of the Household Schedule

Understanding of correct filling up of location particulars Internalization of eligibility criteria for inclusion as member of a household Rapport-building skills developed for handling various situations faced

during enumeration

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play-Rapport Building and Inclusion (See Role Play on Rapport

Building – Annexures 1, 2 and 3 & Role Plays on Inclusion- Annexures 4, 5, 6 and 7 of Training Guide)

Approximate Time

: 30 Minutes (1245 Hrs – 1315 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Ask the participants to take out their Practice Household Schedule and or

open Annexure IV of the Instruction Manual and have a careful observation of the information sought. Allow 5 minutes for it.

While the participants are engaged with the Household Schedule, draw blank boxes on board for location particulars

After all have examined the schedule, explain how to fill location particulars and give feedback on this topic from first phase. While explaining how to fill location particulars, ask the participants to go through Chapter 6 (10 mins)

Explain in brief ‘PERSONS TO BE ENUMERATED’ after inviting the participants to read aloud para 6.5-6.10

Invite 6 participants and make three pairs. Make one of them an Enumerator and the other a Respondent. Take 3 scripts on Rapport

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Building. Hand over each of the pairs a script and ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes on the issues emerging from role play Invite 8 participants and make four pairs. Make one of them an Enumerator

and the other a Respondent. Take 4 scripts on Inclusion. Hand over each of the pairs a script and ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes on the issues emerging from role play.


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MASTER TRAINERS TRAINING: MODULE 2 OVERVIEW

GENERAL INFORMATION



: INDIVIDUAL HOUSEHOLD DETAILS

Sub-topics to be covered : 1. Question 1: Names of individuals 2. Question 2: Head of the Household and Relationship with the

head 3. Question 3: Sex 4. Question 4: Date of Birth & Age 5. Question 5: Marital status 6. Question 6: Age at Marriage

Required Outcomes : 1. Understand the concepts and definitions involved 2. Understand that females can also be the head of the

Households and not to be assumed 3. Arriving at the correct date of birth through proper probing


understand

: 1. No eligible member in the household is missed and how to probe to list all systematically

2. Including the 3rd gender as ‘Other’ as reported by the respondent

3. Understand that questions 1 to 6 are to be filled in first before taking up questions 7-29

4. Know how to probe to accurately arrive at the ‘Date of birth’ and ‘Age’

5. Sensitivity in asking questions on Relationship, Marital status and Age at marriage

TRAINER PREPARATION


module

Preparation : 1. Master Trainer plan and decide the session 2. If PPT or e-learning CD used ensure AV equipment in order 3. Place reference marks in Instruction Manual for relevant pages 4. Familiarize with the role play script. After completing the basic

/critical instructions using illustrations introduce the scripted role play (if AV equipment available use e-learning tool)

5. Keep local illustrations on these questions ready

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Instruction manual when it is being read

Activity 10 : INTRODUCTION TO MODULE 2 Expected Outcome

: Familiarizing the participants with questions 1-6

Tool/ Methodology

Open House Sharing

Approximate Time

: 05 Minutes (1330 Hrs – 1335 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Share with the participants the sub topics to be dealt with in this module Explain to them the importance of the Module and inform that details will be

covered during the course of the training program (Refer to the critical facts)

Activity 11 : QUESTION 1: NAME OF INDIVIDUALS Expected Outcome

: Participants are aware of how the name of respondents are to be filled in Participants sensitized on the importance of inclusion without

omission/duplication

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play (See Role Play on Head of the Household – Annexures 8, 9

and 10) Approximate

Time : 25 Minutes (1335 Hrs – 1400 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Ask all the participants to open relevant pages. Invite one to two participants, one after the another, to read aloud the

important points indicated in para 6.24 to 6.29 Highlight the following:

Names are to be written starting with the head of the household Abbreviate the name if it’s long as desired by the respondent. Emphasise upon that the person on whom the responsibility of

managing the affairs of household rests should be regarded as the head; irrespective of the fact whether the person is male or female.

After entering the name and other particulars of the head of the

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household under Questions 1 to 6, cover the members in order as stated in the Instruction manual. See para 6.29

Count everyone, pay attention to counting newborn and infant girls, elderly women, females with disability, single, deserted, divorced and widowed. Make specific and polite enquiries.

Persons, who are no longer residents of the household, are not eligible to be enumerated with other residents in the household. Refer para 6.29

Once the discussion on Name of individuals is complete, invite 8 participants and make four pairs. Make one of them an Enumerator and the other a Respondent. Take 4 scripts on Head of the household. Hand over each of the pairs a script and ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes on the issues emerging from role play

Activity 12 : QUESTION 2: HEAD OF THE HOUSEHOLD AND RELATIONSHIP WITH THE HEAD

Expected Outcome

: Participants knows the chronology of names to be written and relationship with head of the household to be written in full

Participants sensitized on inclusion

Tool/ Methodology

Open House Sharing Manual Reading PowerPoint Presentation

Approximate Time

: 05 Minutes (1405 Hrs – 1410 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Invite one participant to read the selected portion i.e. para 6.30 Highlight the following:

Correctly understand and share definition of head of household with the respondent and identify female headed households. Remember, women can also be heads of households

Chronology in which names are to be written Not to miss anyone living in the household, even domestic help living in

the household if any Invite comments and clarifications needed from participants

Activity 13 : QUESTION 3: SEX Expected Outcome

: Participants knows the chronology of names to be written and relationship with head of the household

Participants sensitized to include third gender

Tool/ Methodology

Open House Sharing Instruction Manual Reading PowerPoint Presentation

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Approximate Time

: 10 Minutes (1410 Hrs – 1420 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Invite one participant to read the selected portion i.e. para 6.31 and 6.32 Highlight the following:

Writing the appropriate code for sex in the box as against the name Do not dispute or argue Totaling of the Males, Females and Others Inform the respondent that the information on third gender is being

collected in the Census Not to miss anyone in the household, even domestic help if any

Invite comments and clarifications needed from participants

Activity 14 : QUESTION 4: DATE OF BIRTH & AGE

Expected Outcome

: Participants know the processes of deriving the date of birth and correctly entering the age

Participants learn the techniques of probing

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play on Date of Birth (See Role Play on Date of Birth – Annexures

11 and 12) Approximate


Process : Use the PowerPoint Presentation or else explain in Open House Invite four participants, one after the another to read selected text from

Instruction Manual i.e. para 6.33 to 6.40 Highlight the following:

Involve women especially to accurately get information on self and children’s date of birth

Taking help of Annexures VII, VIII, IX and X Procedures of arriving at date of birth Correctly entering the age in completed years Entering the age of newborns and infants

Once the discussion on Date of Birth is complete, invite 4 participants and make two pairs. Make one of them an Enumerator and the other a Respondent. Take 2 scripts on Date of Birth. Hand over each of the pairs a script and ask them to enact the scene in the Open House. Allow 3 minutes each to the pairs.

After each role play devote 2 minutes on the issues emerging from role play


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Activity 15 : QUESTION 5: MARITAL STATUS

Expected Outcome

: Participants appropriately record on Marital Status

Tool/ Methodology


Approximate Time

: 05 Minutes (1455 Hrs – 1500 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Read aloud the selected text from Instruction Manual i.e. para 6.41 o 6.45

and 47 Highlight the following:

Entering appropriate code against the names Question to be asked from all irrespective of the age Sensitively probe information for separated,and divorced Persons who have been married but are not living with their spouse

(gauna has not taken place) should be recorded as currently married Record all marriages including child marriages. Emphasize

confidentiality of the information

Activity 16 : QUESTION 6: AGE AT MARRIAGE Expected Outcome

: Participants appropriately record on Age at Marriage

Tool/ Methodology


Approximate Time

: 05 Minutes (1500 Hrs – 1505 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Read aloud the selected text from Instruction Manual i.e. para 6.46 o 6.48 Highlight the following:

Question to be asked to all except from the never married ones For Never Married i.e. Code1 enter dash in the two boxes Prefixing ‘0’ if answer is returned in single digit Age to be calculated from the time of first marriage if he/ she has

married more than once

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GENERAL INFORMATION


in module - Questions and/or Themes

: RELIGION , SCHEDULED CASTES, SCHEDULED TRIBES, MOTHER TONGUE, OTHER LANGUAGES

Sub-topics to be covered : 1. Question 7: Religion 2. Question 8: Scheduled Castes 3. Question 8: Scheduled Tribes 4. Question 10: Mother Tongue 5. Question 11: Other languages known

Required Outcomes : 1. Understand the sensitivity of the questions 2. Understand that these are individual questions and can have

separate responses for each member 3. Know that it is always necessary to refer to the State

Scheduled Castes and Scheduled Tribes list provided to you


understand

: 1. Religion of the head of the household should not be assumed to be the same for other household members

2. Religion should be recorded as responded/reported 3. Scheduled Castes can only be from among Hindus, Sikhs and

Buddhists. Scheduled Tribes can be from any religion. 4. A person should be recorded as Scheduled Caste or

Schedule Tribe only if the caste/tribe reported appears in the state list provided to the Enumerator/Supervisor

5. SC/ST status of the head of the household or the respondent should not be repeated for other household members

6. Mother tongue of the head of the household should not be assumed to be the same for other household members

7. Mother tongue should be recorded as responded/reported 8. ‘Other languages known’ refers to language(s) other than the

mother tongue in which a person is able to converse with understanding

TRAINER PREPARATION


module 5. State list of Scheduled Caste and Scheduled Tribe

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Preparation : 1. Master Trainer plan and decide the session with her/ his co-Master Trainer

2. If PPT or e-learning CD used ensure AV equipments in order 3. Place reference marks in Instruction Manual for relevant

pages 4. Familiarize with the role play script. After completing the basic

/critical instructions using illustrations introduce the scripted role play (if AV equipment available use e-learning tool)

5. Keep local illustrations on these questions ready


: 1. 1.Time Management 2. If AV equipment fails; then be prepared to deliver through




Activity 17 : INTRODUCTION TO MODULE 3A Expected Outcome

: Familiarizing the participants with the various questions to be dealt with in the module

Tool/ Methodology

Open House Sharing

Approximate Time

: 05 Minutes (1505 Hrs – 1510 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Share with the participants the sub topics to be dealt with in this module Explain the critical facts of the module and show the participants where the

questions are placed in the schedule. Inform the participants that Question 7 and Question 8 are being taken up together.

Activity 18 : QUESTIONS 7 & 8 : RELIGION AND SCHEDULE CASTE/TRIBE

Expected Outcome

: Participants appropriately seek responses to questions on Religion and Caste/Tribe for each member

Participants fully understand sand appreciates the sensitivity of the question

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play on Religion (See Role Play on Religion – Annexures 13 and

14) Approximate


Process : Use the PowerPoint Presentation or else explain in Open House

19

Ask the group to turn to relevant pages and paragraphs of the Instruction Manual i.e. para 6.49 to 6.52

Invite two participants, one after other to read aloud the contents of the question on Religion

Highlight the following: Code is to be given only for the religions listed in the Instruction Manual.

For other religions no code is to be given but the name of the religion is to be written in full

This question is to be asked for all as members of the household can be of different religion. Do not assume the religion of the Head to be same for all members

Religion of the wife and husband need not always be the same. Record religion as reported by the respondent.

Allot 8 minutes for the session Once the discussion is over, invite 4 participants and make two pairs. Make

one of them an Enumerator and the other a Respondent. Take out the 2 scripts on Religion. Hand over each of the pairs a script and ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes on the issues emerging from role play On completion of the role play on religion ask the group to turn to relevant

pages and paragraphs of the Instruction Manual on SC/ST i.e. para 6.53 to 6.61

Have a state/UT specific list of SC/ST ready. Invite two participants, one after other to read aloud the contents of the

question on Caste/Tribe Highlight the following:

Write appropriate code in the box Refer the state/UT specific SC/ST list provided SC can be from Hindus, Buddhists and Sikhs only. ST can be from any

religion This question is to be asked for all as members of the household can be

of different caste or Tribe. Do not assume the religion of Head to be same for all members

The name of the Caste or Tribe is to be written properly in the appropriate box

For others i.e. code ‘3’ a dash is to be put in the space for name of caste or tribe

Give local illustrations on SC/ST using State list Allot 12 minutes for the session

Activity 19 : QUESTIONS 10 & 11 : MOTHER TONGUE AND OTHER LANGUAGES

KNOWN Expected Outcome

: Capacity of participants enhanced on seeking responses to questions on Mother Tongue and Other Languages Known

20

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play on Mother Tongue (See Role Play on Mother Tongue –

Annexure 15 of Training Guide) Approximate


Process : Use the PowerPoint Presentation or else explain in Open House Ask the group to turn to relevant pages and paragraphs of the Instruction

Manual i.e. para 6.75 to 6.77 Invite one participants to read aloud the contents of the question on Mother

Tongue Highlight the following:

Mother tongue is the language spoken in childhood by the person's mother to the person

The language returned as mother tongue should be written in the space provided

The language may or may not have a script This question is to be asked for all as members of the household can

have different mother tongues. Do not assume the mother tongue of Head to be same for all members of the household

The relationship of the religion and mother tongue is not to be combined or determined

Allot 7 minutes for the session On completion of the discussion on Mother Tongue ask the group to turn to

relevant pages and paragraphs of the Instruction Manual on Other Languages known i.e. para 6.78 to 6.79

Invite one participant to read aloud the contents of the question Highlight the following:

Maximum two languages apart from mother tongue can be written for this question. The response can be one or even non

The languages are to be recorded in order of proficiency If only one language is reported then put dash in space provided for the

other language. If none of the other languages are reported then put dashes in both spaces provided for the others language.

Reading and writing of these languages is not necessary. Conversing with understanding is important

Give local illustrations on SC/ST using State list Identify two participants, one male and one female and ask them their

mother tongue and the mother tongues of each member of their family. While they are stating the mother tongues request participants to fill in the relevant columns in the schedule

Allot 8 minutes for the session Once the discussion is over, invite 2 participants. Make one of them an

21

Enumerator and the other a Respondent. Take script on Mother tongue and hand them the script and ask them to enact the scene in the Open House. Allow two minutes to the pair.

After the role play devote 2 minutes on the issues emerging from role play

Activity 20 : WRAP-UP

Expected Outcome

: Revisiting the areas and core issues discussed during the day

Tool/ Methodology

Open House Sharing

Approximate Time

: 10 Minutes (1555 Hrs – 1605 Hrs)

Process : Ask randomly from the group to share the core issues discussed and learning points of the day

Ensure that those enumerators who were quiet during the session shares in the group

Correct if participants are unable to provide correct answers or has any complications expressing their thoughts

End the day by thanking all

22

Day

TWO

23

Activity 21 : RECAPITULATION AND REINFORCEMENT Expected Outcome

: Recapitulating previous days learning and reinforcing the important points Clarifying doubts

Tool/ Methodology

Open House Sharing Group Activity Quiz (Refer Annexure 27 of Training Guide)

Approximate Time

: 20 Minutes (1000 Hrs – 1020 Hrs)

Process : Divide the group into four sub groups Share the rules of the Quiz as follows:

Give a name to each of the sub groups and draw a table for scores Questions will be posed in the groups and the group which lifts hand to

answer first will be given the opportunity to answer. For every correct answer there will be 5 points and for every wrong

answer there will be minus 10 points. If a group fails to answer any question correctly, the immediate next

group gets the opportunity to answer and so on… If none of the group provides correct answer to any of the questions then

the Master Trainer provides the correct answer to the groups. After the quiz is over do the totaling and announce the scores. Congratulate

the winning team by inviting all participants to clap for them

24


GENERAL INFORMATION



: DISABILITY

Sub-topics to be covered : Question 9: Disability

Required Outcomes : 1. Sensitivity on disability reinforced 2. Participants have correct understanding of inclusion of

persons with disability 3. Participants have grasped all eight forms of disability to be

covered


understand

: 1. That the question is sensitive and should be asked in a proper manner

2. Respondents perception about the type(s) of disability will be taken as final

3. Multiple disability will also be recorded

TRAINER PREPARATION

Materials required : 1. Instruction Manual and Household Schedule 2. Blackboard + chalk 3. Computer, Projector and PowerPoint presentations, e-learning

module


2. If PPT used ensure AV equipment in order 3. Place reference marks in Instruction Manual for relevant

pages 4. Refer to the leaflet on Disability * Invite a participant or local person with disability to share

their experiences of life, if possible General cautions and

points to watch for : 1. Time Management

2. If AV equipment fails; then be prepared to deliver through Instruction Manual and pre-scripted role play.

3. Involve as many participants as possible in discussions and readings

4. Ensure all participates actively in the process and reads the Instruction Manual when it is being read

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Activity 22 : QUESTIONS 9 : DISABILITY Expected Outcome

: Building the understanding of the participants in extracting out correct information on disability

Sensitizing the participants on the issues of disability and inclusion

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Presenting Role Models

Approximate Time

: 50 Minutes (1020 Hrs – 1110 Hrs)

Process : Identify a disabled person who is perceived as a role model in the society and invite her / him for the session

Use the PowerPoint Presentation or else explain in Open House Ask the group to turn to relevant pages and paragraphs of the Instruction

Manual i.e. para 6.62 to 6.75 Invite few participants, one after other to read aloud the contents of the

question on Disability Explain on Blackboard how to fill the boxes pertaining to Questions 9a, 9b

and 9c for the eight forms of disability mentioned in the Instruction Manual Highlight the following:

The different forms of disability The detailed guidelines in proceeding with the question on disability Probe for women and girls with disability, especially single and elderly

women. Often information regarding them is not shared. Emphasize confidentiality of information

The questions are to be asked for all Correctness in filling responses against 9a, 9b and 9c

Allot 15 minutes for the session On completion of the discussion on Disability, request the invitee to deliver

a 5 minute talk on disability and how they succeeded in life or else narrate few stories on disabled persons and sensitize the group

26

MASTER TRAINERS TRAINING: MODULE 3C OVERVIEW

GENERAL INFORMATION



: LITERACY, STATUS OF ATTENDANCE AND EDUCATIONAL LEVEL

Sub-topics to be covered : 1. Question 12: Literacy 2. Question 13: Status of attendance 3. Question 14: Level of education attained

Required Outcomes : 1. Understand that Literacy and Education levels are different concepts

2. A person can be literate in any language


understand

: 1. All children of age 6 years or below are to be treated as illiterate

2. A literate is one who can read and write in any language with understanding

3. Can differentiate between currently attending and not attending any educational institution. Currently not attending comprises- attended before and never attended before.

4. The highest educational level attained by a person is to be recorded only for literates

TRAINER PREPARATION

Materials required : 1. Instruction Manual and Household Schedule 2. Blackboard + chalk 3. Computer, Projector and PowerPoint presentations

Preparation : 1. Master Trainer plan and decide the session 2. If PPT used ensure AV equipment in order 3. Place reference marks in Instruction Manual for relevant

pages






27

Activity 23 : QUESTIONS 12, 13 &14 : LITERACY, STATUS OF ATTENDANCE AND LEVEL OF EDUCATION ATTAINED

Expected Outcome

: Enhancing the capacities of participants on seeking information and recording the same related to literacy, status of attendance and level of education attained

Tool/ Methodology


Approximate Time

: 15 Minutes (1110 Hrs – 1125 Hrs)



question on literacy, status of attendance and level of education attained Highlight the following:

The codes are to be filled in for the males, females and others separately

All children below 6 years of age are to be treated as illiterates even if they can read and write

Remember, anybody who can read and write with understanding is considered literate. Confirm this aspect for women and girls

Question 13 is to be asked to the elderly also Probe to ensure that women attending adult literacy classes and girls

attending non-formal education centres are reported as attending educational institutions

Explain how to record the code for status of attendance and the description of the highest educational level

Mention that entry for Question14 is descriptive –short and clear A dash (-) should be put if there is no educational attainment to record

against Question 14 Make it clear that a person may attend an educational institution even if

the person is not literate. There needs to be a link between the responses given in Qsestions13

and 14


28


GENERAL INFORMATION



: WORKERS AND THEIR CLASSIFICATION ACCORDING TO OCCUPATION, INDUSTRY, TRADE & SERVICE AND, CLASS OF WORKER, TYPE OF NON-ECONOMIC ACTIVITY, SEEKING AND AVAILABLE WORK, TRAVEL TO PLACE OF WORK

Sub-topics to be covered : 1. Question15: Workers – Main & Marginal and Non-workers 2. Question 16: Category of Economic Activity 3. Question 17: Occupation 4. Question 18: Nature of Industry-Trade or Service 5. Question 19: Class of Worker 6. Question 20: Non-economic activity 7. Question 21: Seeking or available for work 8. Question 22(a): Travel to place of work – One way Distance 9. Question 22(b): Mode of Travel

Required Outcomes : 1. Understand the concept of ‘work’ – economic activity and that unpaid work can also be ‘work’

2. Know how to categorize main, marginal and non-workers 3. Lear to identify and correctly enumerate work done by women

and children. 4. Understand the distinction between occupation and industry,

trade & service of a worker and know how to write them in the Household Schedule

5. Understand the concept of Class of workers 6. Understand the classification of non-economic activities of

marginal and non-workers


understand

: 1. Every person irrespective of age and sex should be must be asked this question

2. Housewives, students, elderly and children can also be workers

3. Participation in economically productive activity without pay or compensation is also work

4. ‘Work’ has to be ascertained with respect to the reference year of ‘last year’ prior to the date of enumeration

5. In Census some activities undertaken for self-consumption are considered as work-agriculture, rearing animals, milk production and help in Household Industry

6. Differentiate between Economic and Non-Economic Activity 7. Differentiate between Main and Marginal workers 8. Detailing Occupation and Industry or trade correctly based on

29

Annexure V of Instruction Manual 9. Assessing the one way distance to place of work correctly

TRAINER PREPARATION

Materials required : 1. Instruction Manual and Household Schedule 2. Blackboard + chalk 3. Scripted role-play 4. Quiz 5. Computer, Projector and PowerPoint presentations, e-learning

module


2. If PPT or e-learning CD used ensure AV equipment in order 3. Place reference marks in Instruction Manual for relevant

pages 4. Familiarize with the role play script. 5. Keep local illustrations ready on different kinds of economic

activities. 6. Keep illustrations on Women’s Work from Instruction Manual

ready (Annexure 6 of Instruction Manual) General cautions and

points to watch for : 1. Time Management

2. If AV equipment fails; then be prepared to deliver through Instruction Manual and pre-scripted role play.

3. Involve as many participants as possible in discussions and readings

4. Ensure that participants understand the importance of probing 5. Repeat and revise certain points such as definition of work,

identification of economic activity, reference period for work, capturing work done in intervals. Especially repeat those points where queries are many and where there is difference of opinion among the participants.

6. Ensure all participates actively in the process and reads the Instruction Manual when it is being read

Activity 24 : MYTHS AND STEREOTYPES Expected Outcome

: Understanding the misconceptions of the society towards women Understanding of social restrictions and sensitizing the group towards

conditioning of people with social evils and illogical rituals

Tool/ Methodology

Open House Sharing Simulation Exercise – Bottle Hurdle

Approximate Time

: 20 Minutes (1135 Hrs – 1155 Hrs)

Process : Invite three participants for the exercise

30

Place the three bottles on the floor at an equidistance (2 feet) In a

straight line like this Now explain the participants to cross over the bottles one by one Make the participants repeat the procedure for a few times and in the

meantime ask the rest of the participants to clap while the three participants are crossing the bottles

When the participants have done this repeatedly, announce that now they will be blindfolded and are expected to crossover with their eyes wrapped.

Add that if the bottles fall while crossing over them, these three will be punished for it.

Ask the group to decide a punishment. When rest of the participants decide and suggest, announce punishment from your side- “These three will no more participate in the training. They will be thrown out” Immediately ask the participants to clap supporting the punishment.

Suggest the participants to close their eyes and practice. Tell them to mark their respective starting point.

While the 3 participants are practicing with their eyes closed, clap and appreciate and also ask the other participants to clap and appraise them.

Now blind fold them with the cloth strips and make them stand in a place.

Announce that when they are crossing over the bottles, no one will utter a word. All can only clap and appraise by saying Keep going … That’s good…

Cautiously remove the bottles from the place and keep them in a corner.

Bring the participants one by one to their starting points and tell them to start.

When they do the action and finish, make them sit in the place where they stopped with their eyes blindfolded.

Remove the fold when all three finishes Discuss With the 3 participants

What were you all crossing over Are those bottles there Why did you all raise your legs more compared to that when you all

were practicing What made you cross over the bottles and raise you legs higher Where were/are the bottles

Discuss With the rest of the participants Were they crossing over the bottles Why were you all clapping

31

Who are these 3 participants Did any one object Why were we supporting it Who decided the punishment Who supported and clapped for the punishment What are these bottles

To end the discussion, ask the participants if they see the relation of this exercise within out society. Relate the whole discussion with the myths and misconception in the society regarding gender and more importantly their work amd work participation

Activity 25 : INTRODUCTION TO MODULE 4

Expected Outcome

: Familiarizing the participants with the various questions to be dealt with in the module

Tool/ Methodology

Open House Sharing

Approximate Time

: 05 Minutes (1155 Hrs – 1200 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Share with the participants the sub topics to be dealt with in this module i.e.

Questions 15-22 Explain the critical facts of the module and show the participants where the

questions are placed in the schedule.

Activity 26 : QUESTIONS 15 &16 : WORKED ANY TIME DURING THE YEAR &: CATEGORY OF ECONOMIC ACTIVITY

Expected Outcome

: The participants understand what is the definition of worker The participants knows how to fill in responses related to Questions 15 and

16 Internalize the fact that women are workers too

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play (See Role Play on Wok – Annexure 16, 17 and 18 of Training

Guide) Approximate



Manual i.e. para 6.100 to 6.127 Explain the definition of worker and non-worker

32

Explain what is meant by Main and Marginal Worker Invite few participants, one after other to read aloud the main contents of

the question on worked any time during the year and category of economic activity

Present the Flow Chart of Work under para 6.100 Highlight the following:

Every person irrespective of age and sex must be asked this question. If all members of the household are not present, enumerator to undertake probing to ensure that respondent provides correct information on work done by family members

Participation in economically productive activity without pay or compensation is also work

Unpaid work in farm or in family enterprise is also work- supervision of work is also considered to be work

Persons engaged in cultivation or engaged in animal rearing or production of milk for own consumption is also work

‘Work’ has to be ascertained with respect to the reference year of ‘last year’ prior to the date of enumeration- even if worked for one day in last one year she/he is a worker

Main workers are those who have worked for 6 months or more, those who worked for less than 6 months are marginal workers

Work may not be continuous, it can be in parts and therefore all the time durations of the work done in the past one year have to be added to classify a worker as main or marginal

If a woman says she is engaged in household work, do not straightaway record her as a non-worker.

Refer to pictures in Annexure 6 of Instruction Manual to explain types of female work

Probe for women’s labour work which may be a part of the labour undertaken by the household

Women are often engaged in unpaid but economically productive work. Recognise and identify such work correctly e.g. milching the cow and using milk for household consumption only is considered as work

Housewives, children (including students), elderly and can also be workers

Intermittent work especially female work needs to be counted properly. It is often hidden, invisible and unpaid.

Part-time or intermittent work, that women may often undertake, is not always marginal work. Estimate correctly the duration of work to differentiate between main and marginal work eg. Work on farm and sale of cowdung cakes or domestic help working in multiple houses

Growing of plantation crop such as coffee, tea, rubber, coconut and betel-nuts is not considered as agriculture. Person engaged in growing such crops will not be considered ‘cultivator’ or ‘agricultural labourer’ and will be recorded as other worker

33

Person can be categorized as a ‘cultivator’ or ‘agricultural’ on the basis of the crop grown. Para 6.125 -126 and Annexure 5 of Instruction Manual

By definition Household Industry is one where one or more members of the household participate in it and component of hired labour is minimum

Household Industry (HHI) relates to production, processing, servicing or making goods for sale

In order to qualify as Household Industry the activity should be carried out within the premises of the house and within the limits of the village in rural areas

Once the discussion is over, invite 6 participants. Make three pairs and distribute the 3 scripts on Work amongst the pairs. Make one of them an Enumerator and the other a Respondent in every pair. Ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes for discussion on the issues emerging from role play

Activity 27 : QUESTIONS 17, 18 &19 : OCCUPATION, NATURE OF INDUSTRY-TRADE

OR SERVICE AND CLASS OF WORKER Expected Outcome

: The participants develops a clear understanding on occupation nature of industry-trade or service and class of worker

Tool/ Methodology


Approximate Time

: 40 Minutes (1240 Hrs – 1320 Hrs)



question Highlight the following:

Occupation and Industry (Question 17) has to be filled in only for workers who have been identified as Household Industry or Other Worker

The actual occupation of worker should be given in sufficient details such as ‘ sales clerk’ instead of just ‘clerk’ ; construction labour’ instead of ‘labour’

For those in defence service occupation should be written as ‘service’ The full details of the activity should be written in exact details such as

‘tea plantation instead of just ‘ plantation’; ‘ textile manufacturing’ should be written instead of just ‘manufacturing

With reference to Question 18 ensure that the enumerators understand

34

classification of industry, trade and service as per Annexure 5 of Instruction Manual

Class of Worker (Question 19) has to be filled in only for Household Industry worker and Other Worker.

The Employer is one who employs one or more worker and does not draw salary

The Employee is one who does work for other for wages or salary The Single worker works by herself/himself without the help of family

members or by employing others The Family worker works in a family enterprise with other family

member with wages or salary participants should refer to Annex 5 of the Instruction Manual to fully

understand Question16 to Question 19 A domestic help or cook exclusively employed by someone is an

employee Political Workers and Social Workers are Single Workers


Activity 28 : QUESTIONS 20 &21 : NON-ECONOMIC ACTIVITY AND SEEKING OR

AVAILABLE FOR WORK Expected Outcome

: Participants develops a clear understanding on assessing Non-economic activity and recording the responses correctly

Correctly record responses of individual related to seeking or availability for work

Tool/ Methodology


Approximate Time

: 20 Minutes (1335 Hrs – 1355 Hrs)



question Highlight the following:

There are seven categories of non-economic activity Non-economic activity is to be filled in only for marginal workers and

non-workers When a marginal worker or non-worker undertakes more than one non-

economic activity, her/ his non-economic activity would be decided on the basis of precedence and not on the basis of time utilization. Refer para 6.145 to understand how to prioritize non-economic activities for

35

the purpose of recording in the Household Schedule Student gets precedence over every other category in non-economic

activity Pensioners get precedence over household duties and so on….. Probe and record clearly women’s availability for work Seeking or available for work (is to be asked to only to persons who

reported as marginal workers or non-workers

Activity 29 : QUESTIONS 22(a) & 22(b) : TRAVEL TO PLACE OF WORK – ONE WAY DISTANCE AND MODE OF TRAVEL

Expected Outcome

: Participants learn to record correctly travel to place of work and one way distance

Tool/ Methodology


Approximate Time

: 10 Minutes (1355 Hrs – 1405 Hrs)


Manual i.e. para 6.169 to 6.178 Read aloud the contents of the question Highlight the following:

Question 22 has to be asked only to persons who are classified as ‘Other Workers’

For persons who do not have fixed place of work then the nearest point of area of operation from residence has to be considered for determining the distance

Distance is to be given in kilometers If the persons goes to more than one place for work then the farthest

place needs to be recorded to determine distance If a person has to use more than one mode of travel to place of work,

the mode accounting for the longest distance will be considered If the person carries out her/ his activity in her/ his place of residence

and does not have to travel ‘0’ will be entered under this Question 22b

Activity 30 : QUIZ ON WORK Expected Outcome

: Work related information revised through quiiz

Tool/ Methodology

Open House Sharing Quiz Questions from Guide (Refer Annexure 25 of Training Guide) Instruction Manual Reading

Approximate : 15 Minutes (1405 Hrs – 1420 Hrs)

36

Time

37


GENERAL INFORMATION



: MIGRATION AND FERTILITY

Sub-topics to be covered : 1. Question 23: Birth place 2. Question 24: Place of last residence 3. Question 25: Reason for migration 4. Question 26: Duration of stay in the present place 5. Question 27: Children surviving on date 6. Question 28: Children ever born 7. Question 29: Number of children born alive during March ’10

to Feb. ‘11

Required Outcomes : 1. Understand who is a migrant in terms of Place of Birth and Last Residence

2. Clearly able to categorize the reasons of migration; specially that of women

3. Understand who all are to be asked 27 to 29. (coverage) 4. Ensure that all children born alive are reported


understand

: Migration: 1. Understanding the definition, types and streams of

migration 2. Probing at the time of migration the area from where the

person migrated - whether rural or urban 3. Persons from the same household may have different

reasons of migration. Women may migrate for work or education and not necessarily marriage or family moved.

Fertility: 4. Request involvement of women members present in the

household to answer Questions 27-29 5. Daughters and sons living elsewhere need to be included 6. Ensure that daughters/sons are reported amongst children

ever born even if they are not surviving 7. The exact time period for ‘last one year’ (Question29)

should be adhered to and sensitively probe for infants (girls and boys) who were born alive but later died

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each participant 2. Blackboard + chalk

38

3. Scenarios part of Training guide 4. Scripted role-plays 5. Computer, projector and Powerpoint presentations

Preparation : 1. Place reference marks in Instruction Manual for relevant pages

2. Find space for doing the role play 3. Hook up the projector 4. Positioning the Blackboard at the right place etc.


: 1. Time management 2. Ensure all participates actively in the process and reads the

Instruction Manual when it is being read 3. Use of local language only 4. Make it as interesting as possible – learning mood


: Familiarizing the participants with the various questions dealt within the module

Tool/ Methodology

Open House Sharing

Approximate Time

: 05 Minutes (1420 Hrs – 1425 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Share with the participants the sub topics to be dealt with in this module i.e.

Questions 23-29 Explain the critical facts of the module and show the participants where the

questions are placed in the schedule and how to record

Activity 32 : QUESTIONS 23, 24, 25 AND 26: BIRTH PLACE, PLACE OF LAST

RESIDENCE, REASON FOR MIGRATION AND DURATION OF STAY Expected Outcome

: Enhancing the capacities of participants on properly recording questions related to migration

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play ( See Role Play on Migration – Annexure 19 and 20 of

Training Guide) Approximate




39

question on Birth Place Highlight the following:

For every person there can be one and only one place of birth. Different persons in the same household can have different places of

birth and is more likely in case of women Probe and record correct birthplace for each member of the household,

especially women Put a dash (-) for defence personnel Record the Village/Town, District and State/Country name clearly in the

spaces provided For Indian national write name of the state in the space for

State/Country. For foreigners write the name of the country or continent The present name of the Village/Town, District and country has to be

entered here and not the name by which they were known at the time of her/his birth.


Invite few participants, one after other to read aloud the contents of the question on place of last residence

Highlight the following: To be filled in for a person who has come from elsewhere Probe and record correct place of last residence for each member of

the household, especially women Place of last residence is same as the place of birth if she/he had

moved directly from her/his place of Birth to current place. Do not leave the space blank

Questions 24(a) and 24(b) will be asked only to those persons who have come from elsewhere irrespective of their age.

Ascertain if the place of her/his last previous residence from where migrated was rural or urban and record the answer. Fill appropriate code in the box for 24(b)


Invite few participants, one after other to read aloud the contents of the question on Reason for migration and Duration of stay

Highlight the following: The codes are to be filled in for males, females and others separately In case of women, the primary reason for migration need not only be

marriage or moved with household. Probe to record correctly To be asked to a person who has come from elsewhere to reside in the

village/town where she/he is being enumerated Not to be asked to those for whom a dash (-) has been entered by you. Enter appropriate code. For defence and similar paramilitary personnel, this question will not

40

apply Reasons for migration are being noted for each person separately In the same household, there may be cases where the reasons for

migration are different for different members of the household including women

Duration will be period in completed years of the continuous residence in the village or town where the person is being enumerated

Prefix '0' if single digit is returned Record ‘00' if less than a year Make detailed enquiries in the case of any unrelated members of the

households, Once the discussion is over, invite 6 participants. Make two groups and

distribute the 2 scripts on Migration amongst the groups. Make one of them an Enumerator and the other as Respondents in every group. Ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 3 minutes to discuss the issues emerging from role plays. Discuss deficiencies in the role plays- Rural, Urban, status and District name

Allot a total time of 10 minutes only. For conduction and discussion


Activity 33 : QUESTION 27 AND 28 : CHILDREN SURVIVING AND CHILDREN EVER BORN

Expected Outcome

: Participants understand how to pose sensitive questions and solicit correct responses

Tool/ Methodology


Approximate Time

: 15 Minutes (1505 Hrs – 1520 Hrs)


Manual i.e. para 6.230 to 6.236 Invite few participants, one after other to read aloud the specific contents of

the question on children surviving Highlight the following:

Especially involve women members to answer this questions Children surviving at present include daughters and sons presently not

staying with the mother The number of daughters and sons ever born alive to a mother will

include the children born to her out of her earlier marriage(s) if any The children that her husband had from his earlier marriage(s) will not

41

be included. Adopted daughter(s) or son(s) will not be counted for the purpose of this

question only Remember to sensitively probe for married daughters and estranged

children who are not reported among currently surviving children Use the PowerPoint Presentation or else explain in Open House Ask the group to turn to relevant pages and paragraphs of the Instruction


the question on children ever born Highlight the following:

Especially involve women members to answer this questions Total No. of children ever born alive including both living and dead

daughters and sons are to be recorded Probe to ensure that girls are reported among children ever born, even

if they may not have survived Record the number of daughters and sons that were ever born alive to

the woman. Be very careful while eliciting this information from the household. The number of daughters and sons ever born alive to a mother will

include the children born to her out of her earlier marriage(s) if any The children that her husband had from his earlier marriage(s) will not

be included. Adopted daughter(s) or son(s) will not be counted for the purpose of this

question only Still births, i.e., children born dead should not be included.

Activity 34 : QUESTION 29: NUMBER OF CHILDREN BORN ALIVE DURING LAST ONE YEAR

Expected Outcome

: participants understand how to pose sensitive questions and solicit correct responses on children born alive during last one year

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Role Play (See Role Play on Fertility – Annexure 21 and 22 of Training

Guide) Approximate




the question on Number of children born alive during last one year

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Highlight the following: Especially involve women members to answer this question This question is to be asked from CURRENTLY MARRIED WOMEN Find out the number of daughter(s) or son(s) born one year prior to

census (March 1, 2010 to Feb 28, 2011) Remember this question refers to one year prior to the Census.

Sensitively probe for infants including girls who were born alive but later died as these birts and deaths are often not reported.

Record number in the appropriate boxes Ask specific questions if the answer is in No If the answer is 'Yes', ascertain the sex of the child and record Record zero '0' in both the boxes if the answer is no Do not put dashes (-) If during the revisional round new birth in a household is found then

entries under Questions 27, 28 and 29 for her/his mother are also required to be updated.

Once the discussion is over, invite 5 participants. Make two groups of two and three and distribute the 2 scripts on Fertility amongst the groups. Make one of them an Enumerator and the other as Respondents in every group. Ask them to enact the scene in the Open House. Allow two minutes each to the pairs.

After each role play devote 2 minutes to discuss the issues emerging from role plays

43


GENERAL INFORMATION



: ENUMERATION OF HOUSELESS POPULATION AND REVISIONAL ROUND

Sub-topics to be covered : 1. Houseless Population 2. Revision Round

Required Outcomes : 1. Understanding the importance and method of enumerating houseless households

2. Importance of Revisional Round and understanding of the method of completing it

Critical facts that Enumerator/Supervisor

must understand

: 1. Full understanding of the issues 2. Clear knowledge of the methodology involved

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each Participant 2. Blackboard + chalk 3. PowerPoint Presentations 4. Abridged Houselist

Preparation : 1. Hook up the projector & the PC/Laptop (if available) 2. PPT 3. Place reference marks in Instruction Manual for relevant

pages 4. List out the places where the houseless households were

found in the EB during the enumeration period (Section 4 of the Abridged Houselist).

5. In case of extra workload contact the Supervisor for additional Enumerators/Supervisors

6. Wherever there are large pockets of houseless households, ensure that the local administration, local law and order machinery is involved for security reasons. This should be ensured for all the Enumerators/Supervisors, particularly for lady Enumerators/Supervisors who are assigned to these areas.


: 1. If there is no electricity supply, use blackboard and chalk 2. Master Trainer should be familiar with the relevant portions of

the PPT in advance. Note the Slide Numbers in advance. 3. Ensure all Participants participates actively in the process and

reads the Instruction Manual when it is being read

44


: Familiarizing the Participants with the various topics dealt within the module

Tool/ Methodology

Open House Sharing

Approximate Time

: 05 Minutes (1425 Hrs – 1430 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House Share with the Participants the sub topics to be dealt with in this module

i.e. Writing name and serial number of the respondent, Signature or Thumb

impression of the respondent Signature and sex of the Enumerator and the Supervisor Column Totals: Males, Females and Others, Column Totals: Males,

Females and Others (0 – 6 years population) Column Totals: Males, Females and Others (Literates), Column Totals:

Males, Females and Others (Illiterates) Explain the critical facts of the module and show the Participants where

these are placed in the schedule.

Activity 36 : ENUMERATION OF HOUSELESS HOUSEHOLD

Expected Outcome

: Participants understand the fact that if Houseless Households are the same procedure of enumeration is to be adopted as in the case of Normal Household

Participants sensitized on filling responses of Houseless Household correctly

Tool/ Methodology


Approximate Time

: 20 Minutes (1430 Hrs – 1450 Hrs)


Manual i.e. para 7.1 to 7.4 Invite an Participant to read aloud the definitions of Houseless Households.

Refer Para 7.2 Highlight the following:

The houseless population can be found in any place and they should be necessarily covered during the Population Enumeration

It is required to enumerate the houseless population in enumeration block(s) on the night of 28th February, 2011.

Complete the enumeration of all the persons in all the normal and

45

institutional households in the jurisdiction between 9th February to 28th February, 2011

Enter the particulars of all these places and the names of the heads of houseless households in Section 4 of the Abridged Houselist while canvassing the Household Schedules in respect of Normal and Institutional households.

In case a very large number of houseless persons have been identified in the jurisdiction make a report to your Supervisor in advance

Make sure that these persons have not been enumerated elsewhere. Record code '3' in the box on the top right side 'A' of the Household

Schedule. Individual particulars of the Household Schedule will be filled for each

person of the Houseless household

Activity 34 : REVISIONAL ROUND Expected Outcome

: Participants understands the importance of Revisional Round and the necessary activities to be done during Revisional Round

Tool/ Methodology


Approximate Time

: 20 Minutes (1450 Hrs – 1310 Hrs)


Manual i.e. para 8.12 to 8.16 Invite few Participants, one after other to read aloud the specific contents of

these para Explain the objective and importance of Revisional Round in the total

process of population enumeration from Chapter 8 of the Instruction Manual.

Highlight the following: The need to record each birth and death occurring in the household

after the Enumerator/Supervisor had last visited the household for collecting information

This information will be collected during the Revisional Round held from 1st to 5th March 2011 only and necessary correction in the Household Schedule already filled-in. This activity will not happen before 1st march 2011.

Enumerator/Supervisor has also to collect information on visitors, if not already enumerated elsewhere.

Enumerator/Supervisor will have to revise the Page Totals wherever new information on births and deaths has been recorded.

The exercise is to update the information collected from each household with reference to the Census Day (i.e., 1st march 2011 and

46

the Census Moment (0:00 hrs). Conclude the topic by reiterating the importance of covering the houseless

households and the purpose of Revisional round.

Activity 35 : WRAP-UP Expected Outcome


Tool/ Methodology

Open House Sharing

Approximate Time

: 10 Minutes (1510 Hrs – 1520 Hrs)

Process : Ask randomly from 1-2 Participants to share the core issues discussed and learning point of the day

Ensure that those enumerators who were quiet during the session share in the group

Correct if Participants are unable to provide correct answers or has any confusion in expressing their thoughts

End the day by thanking all

Ask the Master Trainers to come the next day (3rd Day) with filled in Schedule

47

Day

THREE

48


GENERAL INFORMATION



: ARABIC NUMERALS

Sub-topics to be covered : Practicing Arabic Numerals

Required Outcomes : 1. To acquire the skill to write the Arabic Numerals without touching the borders of the box in the style prescribed.


must understand

: 1. The style to write the Arabic numerals (e.g. 0,1,2 …) as shown on the right top right corner of Side A of the Household Schedule.

2. The numerals should not touch the borders of the box

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each Participant marking the relevant page at Annex XII

2. Availability of pencil to each Participant 3. Blackboard + chalk 4. PowerPoint Presentation


pages





Activity 38 : RECAPITULATION AND REINFORCEMENT Expected Outcome

: Recapitulating previous days learning and Reinforcing them Clarifying doubts

Tool/ Methodology

Open House Sharing Group Activity Quiz (Refer Annexure 27 of Training Guide)

Approximate Time

: 20 Minutes (1000 Hrs – 1020 Hrs)

Process : Divide the group into four sub groups

49

Share the rules of the Quiz as follows: Give a name to the sub groups and draw a table for scores Questions will be posed to the groups and the group which lifts its hand

first will be given the opportunity to answer. For every correct answer there will be 5 points and for every wrong

answer the group gets minus 10 points. If a group fails to answer any question correctly, the immediate next

group gets the opportunity to answer and so on… If none of the groups provide correct answer to any of the question then the

Master Trainer provides the correct answer to the groups. After the quiz is over do the totaling and announce the scores

Activity 39 : PRACTICING ARABIC NUMERALS Expected Outcome

: Develop skills of Participants to correctly fill in responses through Arabic Numerals

Emphasizing upon the need and importance for filling correctly through the particular style

Tool/ Methodology

Open House Sharing Individual Practice Activity

Approximate Time

: 05 Minutes (1020 Hrs – 1025 Hrs)

Process : Ask the group to turn to page on Practicing Arabic Numerals in the Instruction Manual

Explain what the group will do Ask every Participant to practice writing according to instruction Conclude by checking a few of the Household Schedules after these are

filled by the Participants .

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MASTER TRAINERS TRAINING: MODULE 6C OVERVIEW

GENERAL INFORMATION :



: NAME AND SIGNATURES, TOTALING COLUMNS

Sub-topics to be covered : 1. Writing name and serial number of the respondent 2. Signature or Thumb impression of the respondent 3. Signature and sex of the Enumerator/Supervisor 4. Signature of the Supervisor 5. Column Totals: Males, Females and Others 6. Column Totals: Males, Females and Others (0 – 6 years

population) 7. Column Totals: Males, Females and Others (Literates) 8. Column Totals: Males, Females and Others (Illiterates)

Required Outcomes : 1. Column Totals 2. Authentication by Respondent 3. Authentication by Enumerator/Supervisor


must understand

: 1. Each Schedule must carry the Respondents name and signature/thumb impression

2. Enumerator/Supervisor must sign the schedule 3. Column Totals should be calculated at for use In Working

Sheet of the Enumerator/Supervisor’s Abstract

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each Participant 2. Blackboard + chalk 3. PowerPoint Presentations 4. Filled-in Household Schedules (two) for demonstration


pages





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Activity 40 : NAME, SIGNATURE, TOTALING, DEMONSTRATION AND PRACTICE Expected Outcome

: Participants learns how to total particular columns and the necessity to put in signatures along with dates

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Demonstration

Approximate Time

: 15 Minutes (1025 Hrs – 1040 Hrs)

Process : Each Participant should have one copy of filled-in Schedule. Use the PowerPoint Presentation or else explain in Open House Ask the group to turn to relevant pages and paragraphs of the Instruction


the subject Collect one filled-in Household Schedule from any Participant Explain the requirement to put the name, signature and the serial number

of the Respondent in the Household Schedule to authenticate and identify the respondent. Also mention the date when the Household Schedule has been filled.

Explain the requirement to record the signature and sex of the Enumerator/Supervisor along with date.

Show the manner in which Column Totals for Col 3 (Sex) and Col 4 (0-6 years) are to be arrived at separately for each Code given for sex (males, females and others) and recording them in the box given at the bottom of the column

Show the manner in which Column Totals for Col 12 (Literacy Status) are to be arrived at for Literates (Code 1) and Illiterates (Code 2) for each sex separately (males, females and others) and recording them in the box given at the bottom of the column.

Highlight the following: While totaling the number of children in the age group 6 years and

below, the Enumerator/Supervisor should refer to the Date of Birth. In case the age for each member in the household is not mentioned, the

Enumerator/Supervisor should be able to derive the age from the Date of Birth

52

MASTER TRAINERS TRAINING: MODULE 6D OVERVIEW

GENERAL INFORMATION



: PRACTICE AND FEEDBACK SESSION ON FILLED-IN HOUSEHOLD SCHEDULE

Sub-topics to be covered : 1. Clarifying doubts and difficulties on questions in general 2. Correct way of recording the responses 3. Special attention to questions like, work, disability, migration,

fertility 4. Correct recording of numerals in prescribed style

Required Outcomes : 1. Resolving all difficulties in understanding and filling up of the Household Schedules

2. Completing the work by collecting signatures and arriving at the Page Totals.


must understand

: 1. Full understanding on the filling of the schedule 2. All doubts are clarified 3. Confidence to tackle all issues arising at the time of

canvassing the Household Schedules

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each Participant 2. Blackboard + chalk 3. PowerPoint Presentations, Projector, PC/Laptop (if electricity

available) 4. Filled-in Household Schedules (two) for demonstration

Preparation : 1. Hook up the projector & the PC/Laptop (if available) 2. PPT 3. Place reference marks in the Instruction Manual on important

questions, likely to be raised by the Participants



the PPT in advance. Note the Slide Numbers in advance 3. Ensure all Participants participates actively in the process and


53

Activity 41 : PRACTICE AND FEEDBACK ON FILLED IN SCHEDULE Expected Outcome

: Doubts and mistakes in filling Household Schedule rectified

Tool/ Methodology

Open House Sharing Group Activity

Approximate Time

: 45 Minutes (1040 Hrs – 1125 Hrs)

Process : Allot 15 minutes and ask the Participants to complete the assignment of filling in the Practice Schedule

Instruct the Participants to practice (Writing name, putting signatures and Column Totaling) using the Household Schedule filled by them.

Instruct the Participants to practice above points (writing name, putting signatures and Column Totaling) using the Household Schedule filled by them.

Divide the group into sub groups of 5-6 Participants Ask the Participants to reflect on the difficulties faced while filling up the

Schedule and discuss the difficulties amongst the group to address the issues

Ask the groups to refer to the Instruction Manual to resolve the issues. If not resolved then each group to ask one question each to the Trainer.

The trainer should follow the process of first allowing the group discussion and take up only those issues which remain unresolved.

Use the Instruction Manual to explain wherever necessary Conclude by checking a few of the Household Schedules filled by the

Participants.

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MASTER TRAINERS TRAINING: MODULE 6E OVERVIEW

GENERAL INFORMATION



: FILLING UP THE ENUMERATOR’S ABSTRACT

Sub-topics to be covered : 1. Filling up the Working Sheet for preparing the Enumerator’s Abstract

2. Filling up the Enumerator’s Abstract

Required Outcomes : 1. Understanding and skill acquired to fill in the Working Sheet 2. Compiling information in Enumerator’s Abstract from the

Working Sheet


must understand

: 1. Importance of preparing Enumerator’s Abstract 2. Use of Enumerator’s Abstract in arriving at Provisional

Population of the country

TRAINER PREPARATION

Materials required : 1. Instruction Manual for each Participant 2. Blackboard + chalk 3. PowerPoint Presentations 4. Filled-in Household Schedules 5. Blank worksheet for preparing the Enumerators Abstract 6. Blank copy of Enumerator Abstract


pages.



the PPT in advance. Note the Slide Numbers in advance 3. All the Household Schedules canvassed by the

Enumerator/Supervisor must be available for compiling information in the Worksheet.

4. Ensure all Participants participates actively in the process and reads the Instruction Manual when it is being read

Activity 42 : WORKING SHEET FOR ENUMERATOR’S ABSTRACT Expected Outcome

: Participants learn how to prepare the Working Sheet for preparing the Enumerators Abstract

Tool/ Open House Sharing

55

Methodology PowerPoint Presentation Demonstration Instruction Manual Reading

Approximate Time

: 15 Minutes (1125 Hrs – 1140 Hrs)



the chapter of the para from Instruction Manual Explain all the components and columns in the Worksheet Highlight the following:

The information is to be copied separately for normal, institutional and houseless households one after the other.

The particular items on the Household Schedule which are to be transferred to the Worksheet.

Only four sets of data on which Totals were drawn in the Household Schedule will be transferred to the Working Sheet

Remember that the Totals for Normal Household, Institutional and houseless Households will be copied separately one after the other and not all jumbled up together.

Demonstrate examples by actually performing the task using black board. Explain that the ‘Totals’ have drawn for the columns specified for the three

types of household. Then the Grand Total of the information in the columns has to be arrived at for the EB as a whole.

Conclude by clarifying issues raised by the Participants , especially on the uniqueness of canvassing the Household Schedule among the houseless households.

Activity 41 : PREPARATION OF ENUMERATOR’S ABSTRACT AND ARRANGEMENT OF RECORDS

Expected Outcome

: Participants know how to properly fill the Enumerator’s Abstract and arrange records

Tool/ Methodology

Open House Sharing PowerPoint Presentation Instruction Manual Reading Demonstration

Approximate Time

: 25 Minutes (1140 Hrs – 1155 Hrs)

Process : Use the PowerPoint Presentation or else explain in Open House for 15 minutes


Invite few Participants, one after other to read aloud the specific contents

56

chapter Explain the objective and importance of preparing the Enumerator’s

Abstract for the EB. Demonstrate examples by actually performing the task using black board. Highlight the following:

Explain that the information from each Enumerator’s Abstract will be collated to arrive at the Provisional Population at the village/ward/town and higher administrative levels and provisional population of the country declared within three weeks of enumeration

The final population and other tables will be derived later by scanning and processing the information collected.

Conclude the topic by reiterating the key points about filling the Working Sheet and Enumerators Abstract

Use the PowerPoint Presentation or else explain in Open House for 10 minutes

Share the manner in which the records are to be arranged: Highlight the following:

Check of entries Page totaling and Signatures Three sets are to be prepared. Refer para 10.13 of Instruction

Manual The sets to be arranged in ascending order. Refer para 10.14 of

Instruction Manual Receipt of Used-unused materials and inventories Deposit of materials to the Charge Officer


57

MASTER TRAINERS TRAINING: MODULE 7 Activity 45 : GENDER SENSITIVITY FOR GENDER CRITICAL DISTRICTS

Expected Outcome

: Sensitizing the participants towards issues of women in the relevant context

Making them aware that women and girl child are missed out in all process and in Census too

Participants learn to probe for accurate recording of all gender related aspects – work, Head of Household, count, sex ratio, migration, fertility

Tool/ Methodology

Open House Sharing PowerPoint Presentation Simulation Exercise

Approximate Time

: 45 Minutes (1205 Hrs – 1250 Hrs)

Process : Ask the participants to draw a picture of a Sarpanch and write the name of the person on a sheet of paper. Allow 2 minutes for the activity and collect the paper

Similarly, now ask the participants to draw a picture of a doctor and write the name of the person on a sheet of paper. Allow 2 minutes for the activity and collect the paper

Count how many of them have drawn male Sarpanch and how many female Sarpanch. Do the same for the picture drawn of a doctor

Share the result. If the situation happens to be that the number of males are more than the females ask them why it happened how women are missed out or not accounted for due to prevailing

biases about relative gender role If the situation happens to be that the number of females are more than the

males ask them does it happen in this way in real life which women are likely to be missed (infants, elderly, disabled) due to

apathy Explain to the participants why the district is called a gender critical district?

Enlist the reasons and share the gender data through the district specific data poster

Emphasize on the need to collect accurate gender data for effective decentralized planning

Discuss how mindsets regarding men and women influence data collection. Emphasize on the need to reduce such biases towards improving the completeness and accuracy of information collected

Each GMTF will get a set of data posters. Hang the data poster in different corners of the training room so that groups

on 10-15 participants can gather near each poster while the GMTF explains the criticality of the data on the poster while standing at the centre and addressing each of the groups. MTs will take a round of the room to ensure that trainees are paying attention to the poster.

58

Explain the critical facts of the module and the data poster. Allot 15 minutes To explain gender aspects of the census exercise- female count, Female headed Households, female work, female migration, sex ratio

Emphasise that the participants have to make effort to capture accurately all information related to these aspects with sufficient probing

Share the areas that require extra effort (Share Annexure 26 of Training Guide - Steps for Ensuring Gender Responsive Census). Allot 15 minutes

On completion of the discussion, ask them what happened in the role play pertaining to Female headed household. Discuss on women issues pertaining to the role. Conduct a role play on work, migration or fertility that has not completed. Discuss on the issues related to women in the role play

Thank the participants and Master Trainer in the session and head for the next batch


Activity 46 : PRACTICING FACILITATION Expected Outcome

: Participants know how to properly fill the Enumerator’s Abstract

Tool/ Methodology

Open House Sharing Group Work Presentation

Approximate Time

: 90 Minutes (1305 Hrs – 1435 Hrs)

Process : Explain the participants the objective of session Ask the participants to sit in respective state-wise groups and allot the

following topics or part of the topics each to the groups Inclusion Head of the Household Religion Caste Disability Work Migration Fertility

Ask the groups to prepare actual session delivery based on the process they observed during their training

Allot 15 minutes to prepare their lesson plan Ask the groups to demonstrate conduction of sessions in the open house Invite each of the groups and allot 10 minutes for delivery of session. On completion of the presentation; ask in the participants to share their

observations to the group. Allot 5 minutes feedback time for each

59

presentation Sum up the session by congratulating all the participants


Activity 47 : PRACTICING FACILITATION (CONTD.) Expected Outcome

: Participants know how to properly fill the Enumerator’s Abstract

Tool/ Methodology

Open House Sharing Group Work Presentation

Approximate Time

: 40 Minutes (1450 Hrs – 1530 Hrs)

Process : Invite the remaining groups and allot 10 minutes for delivery of session. On completion of the presentation; ask in the participants to share their

observations to the group. Allot 5 minutes feedback time for each presentation

Sum up the session by congratulating all the participants

Activity 48 : TIPS ON FACILITATION AND MAKING TRAINING EFFECTIVE

Expected Outcome

: participants understand the finer issues of facilitation and making training more effective

Tool/ Methodology

Open House Sharing PowerPoint Presentation

Approximate Time

: 15 Minutes (1530 Hrs – 1545 Hrs)

Process : Explain to the participants the objective of the session Share with them the following:

Assessing training quality and performance of the trainers Timeline of sessions is it going as scheduled Facilitation skill and interaction with participants during training Use of appropriate training tools provided Training methodology (training guide) Correctness of information transferred

Discuss on the importance of reading the training guide and Instruction Manual before conducting the sessions

Elaborately share THINGS TO REMEMBER Share with the participants the importance and advantage of reaching the

venue a day in advance and assessing the availability of amenities and ensuring their availability. The amenities available would include: Appropriate venue for holding the training (spacious, public address

60

system, LCD Projector) Drinking Water facility Toilet facility Provision of tea Availability of lunch on payment (may take orders in the morning) Alternative arrangement in the exigency of power failure Provision for cleaning every day

Activity 49 : SUPPORTIVE MONITORING AND GENDER INPUTS IN GENDER CRITICAL

DISTRICTS Expected Outcome

: Participants understand the Roles played by NT and MTF/GMTF in the training cascade and during Enumeration

Tool/ Methodology

Open House Sharing PowerPoint Presentation

Approximate Time

: 15 Minutes (1545 Hrs – 1600 Hrs)

Process : Share with the participants the roles to be played by the National Trainers and Master Trainer Facilitators/ Gender Master Trainer Facilitators in the context of Training, Supportive monitoring and Enumeration

Share the roles of National Trainers during MT Training and Enumerators Training Make visits to training venues and provide support to MTs during

Enumerators Training Prepare report of the training and submit to the concerned persons Plan and assist MTF/ GMTF in execution of their support visits

Share the roles of MTF/GMTF during MT Training, Enumerators Training and Enumeration Make visits to training venues and provide support to MTs during

Enumerators Training Conduct 45 minutes gender module in critical districts Prepare report of the training and submit to the NT to be submitted to

the concerned persons Undertake supportive and supervision visits during actual enumeration

in the critical districts Clarify doubts if any

Activity 50 : WRAP-UP

Expected Outcome


Tool/ Methodology

Open House Sharing Role Play (See Role Play on Mascot – Annexure 24 of Training Guide)

Approximate Time

: 10 Minutes (1600 Hrs – 1610 Hrs)

61

Process : Ask randomly from the group to share the core issues discussed and learning point of the day

Correct if participants are unable to provide correct answers or has any complications expressing their thoughts

Once the discussion is over, invite a participant and give him/her the script on Mascot. Ask the person to enact the scene in the Open House. Allow two minutes.

After the role play devote 2 minutes on the issues emerging from role play End the day by thanking all

62

Annexure 1 Role Play 1: Rapport Building Scene 1 - Setting: On the outside door of middle class home. Image reference of the house and the Respondent provided Characters: Enumerator and Respondent (Man) The Enumerator(side profile) rings the bell. There is a voice coming from inside the house. Respondent: (1a) Kaun hai? Enumerator: (1b) Janganana ke kaam ke liye aayi hun Respondent: (1c) Vo kya hai? Hamein kuch nahi chahiye. Enumerator: (1d) Sir, mein kuch bechne nahi aayi hun. Please darvaaza kholiye. Respondent: (1e) Aese kaese kissi ke liye darvaaza khol doon? Enumerator: (1f) Sir, mein sarkar ki taraf se janganana ke kaam ke liye aayi hun. Aap chahein to

mera pehchan patr dekh sakte hain. Respondent now opens the door, and asks angrily: Respondent: (1g) Haan, bolo kya hai? Enumerator: (1h) Sir, ek minute aap meri baat suniye. Aapne pichle dino TV aur radio mein suna

hoga ki 2011 ki janganana ka kaam chal raha hai. Mein ussi silsile mein aapke parivar ki jaankari lene aayi hun.

Respondent: (1i) Abhi time nahi hai. Aap baad mein kabhi aana. Enumerator: (1j) Sir, Janganana Act ke andar, yeh jaankaari dena aapki kanoonan zimmedaari

hai. Aap please sahyog den. Respondent: (1k) Acha zaraa ruko. Respondent walks away murmuring…(side profile) Respondent: (1l) Pata nahi kahaan se har roz chale aate hain. Respondent comes back within a few seconds. Respondent: (1m) Acha, ab batao. Kya poochna hai? Jaldi karna sirf 10 minute hai. Gestures to the Enumeratorto come inside the house.

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Annexure 2 Role Play 1: Rapport Building Scene 2 - Setting: On the outside door of an affluent household. Image reference of the house and the Respondent provided Characters: Enumerator and Respondent (Woman) The Enumerator(side profile) rings the bell. Woman Respondent (front profile) opens the door. Respondent: (2a) Haan ji? Kya kaam hai? Enumerator: (2b) Madam, mein sarkar ki taraf se janganana ke kaam ke liye aayi hun. Aap

chahein to mera pehchan patr dekh sakte hain. Respondent: (2c) Mujhe jaldi hai, main baahar jaa rahi hun. Aap please baad mein aana. Enumerator: (2d) Ek minute madam. Kya ghar mein koi aur sadasya hain jo parivar ke baare

mein jankari de sake, to mein unse baat kar sakti hun. Respondent: (2e) Kya jaankaari chahiye? Aap to shaayad pehle bhi aayi thin ? Enumerator: (2f) Ji haan, vo makaan soochi ka kaam tha. Apne pichle dino TV aur akhbar mein

dekha hoga ki 2011 ki janganana key doosra charan ka kaam shuru ho gaya hai. Mein ussi silsile mein aapke parivar ki jaankari lene aayi hun.

Respondent: (2g) Kaisi jaankaari? Enumerator: (2h) Jaise, parivar ke sadasya ke naam, unki umar, kahaan tak shiksha pai hai,

vivahit hain ya nahi, kaam kya karte hain, aadi. Iske aadhar par pragati ki yojna aur niti taiyyar hongi.

Respondent: (2i) Acha...meri saas ghar pe hain, par unki tabiyat theek nahin rehti. Lekin unse poochti hun agar aapse baat karengi.

Respondent: (2j) Aaiye...kuch lenge aap? Respondent walks away… Respondent comes back within a few seconds and gestures to the Enumeratorto come inside the house.

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Annexure 3 Role Play 1: Rapport Building Scene 3 -Setting: On the outside door of a slum household. Therefore, there will be no door, as such. Image reference of the house and the Respondent provided Characters: Enumerator and Respondent (Woman) The Enumerator knocks on the door panel. You can hear TV in the background. Enumerator: (3a) Koi hai? Woman responds from inside the house. Respondent: (3b) Kaun hai? Kya kaam hai? Enumerator: (3c) Behenji, mein sarkar ki taraf se janganana ke kaam ke liye aayi hun. Mujhe

aapke parivar ke baare mein kuch jaankaari chahiye. Respondent: (3d) Hamaare aadmi ghar par nahi hai. Hamein kuch nahin maloom. Enumerator: (3e) Koi baat nahin. Mujhe jo jaankari chahiye, vo aap bhi de sakti hain. Woman Respondent now comes out. Respondent: (3f) Nahin, nahin. Aap mere aadmi se hi baat kijiye.. Enumerator: (3g) Dekhiye behenji, mujhe sirf aapke parivar ki thodi si jaankaari chahiye, jaise

naam, umar, kitne sadasya hain,sabki shaadi ho gayi hai ki nahin... issi tarah ki aur bhi baatein jo aap achi tarah se jaanti hongi.

Respondent: (3h) Acha rukiye...mein unse baat karke bataati hun.. Respondent walks into the house. She comes back within a few seconds, sits on the platform outside and gestures to the Enumerator to sit with her. Respondent: (3i) Acha, bethiye aur poochiye.

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Annexure 4 Role Play 2: Inclusion Scene: 1 -Setting: Middle class urban household living room Characters: Enumerator and Male Respondent Both, the Enumerator and Respondent, are sitting opposite each other. Enumerator: (1a) Aapke parivar main kaun kaun rahte hain? Sabke naam bataiyega. Respondent: (1b) Meri mummy, main, meri wife aur ek bachcha jo school gaya hai. SFX: (1c) Sound of small baby crying from inside. Respondent screams towards an inside room… Respondent: (1d) Arre, manju di dekho kyon ro rahi hai pinky... Enumerator: (1e) Yeh bachi kaun hai? Respondent’s disposition is arrogant and restless - Respondent: (1f) Meri bahan ki beti hai. Enumerator: (1g) Apki bahan kab se yahan hai? Respondent: (irritated, not wanting to give out information): (1h) do mahine… Enumerator: (1i) Aur vo kab tak yahaan rahengi? Respondent (angry): (1j) Aap se matlab? Enumerator: (1k) Sir, bura mat maniye, main isliye pooch rahi hun ki agar Manju ji janganana hone

ke poore samay tak yahaan rahengi, to unki aur unki beti ki ginati isi parivar me hogi.

Respondent: (1l) Iss mahine to rahegi, uski beti bahut choti hai abhi. Enumerator: (1m) Aap unhe bhi bula le to bahut achcha rahega. Respondent: (1n) Thik hai, phir iska bhi likh lo, bulata hun… (calling out) Manju di, zara aana… Enumerator: (1o) Aap ke parivar me apki mataji, aap,aap ki patni, ek beta, apki bahan aur us ki beti

hai – aur to koi nahi? Respondent: (1p) Nahi, bas yehi. Enumerator starts writing names of all members in a systematic manner - starting with head of household, and going on to the sex and relationship.

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Annexure 5 Role Play 2: Inclusion Scene: 2 -Setting: Middle class urban household living room Characters: Enumerator and Elderly woman Respondent

Both, the Enumerator and Respondent, are sitting opposite each other. Enumerator: (2a) Haan ji, aapke parivar main kaun kaun rahte hain? Sab ke nam bataiyega. Respondent: (2b) Meri bahu , main aur mera pota. Enumerator: (2c) Aur koi? Respondent: (2d) Nahi, yahi hain. Beta to bahar hai, mene apko bataya. Enumerator: (2e) Vo to theek hai, par agar koi ghar ke kam ya apko help karne wala yahan rah

raha ho to please, uske bare me bhi batyen. Respondent: (2f) Ek ladki rakhi hai jo thodi madad kar deti hai. Par vo hamere ghar ki sadsya

thodi hai... Enumerator: (explaining patiently) (2g) Haanji, lekin aaj kal yahin rahati hai aur pura mahina to

rukegi hi. Agar aisa hai, to usey bhi ginna zaroori hai. Respondent: (surprised) (2h) Usey bhi ghar ka member bana denge kya? Enumerator: (2i) Madam, hamein un sab ko shamil karna hai jo iss ghar mein janganana hone

ke pure samay yahaan rahenge. Chahe vo rishtedar ho, mehman ho ya naukar, census mein un sabhi ki ginti issi parivar meing hogi. Haan, lekin samabandh jaisa hai, vaisa hi likhenge.

Madam, agar zara unhein bhi bula le to unki sahi jankari lene mein madad milegi. Respondent looks towards another room in order to call out. Respondent: (2j) Savita, zara aana… yeh kuchch puchch rahi hain. Enumerator: (2k) Parivar me aap, aapki bahu, unka beta or Savita rahati hain. Koi aur to nahi? Respondent: (2l) Nahi Enumerator starts writing names of all members.

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Annexure 6 Role Play 2: Inclusion Scene: 3 - Setting: Rural setting household (S4) Characters: Enumerator, Middle aged rural man Respondent and Young girl Both, the Enumerator and Respondent, are sitting opposite each other. Enumerator: (3a) Aapke parivaar mein kaun kaun hai? Respondent: (3b) Main, meri biwi aur beta. Enumerator: (3c) Naam...? Respondent: (3d) Mein Hari, meri biwi Radha, aur beta Manohar. He sees a little girl peeping from inside – behind the door. Enumerator: (enquiring with a smile, so the Respondent doesn’t get irritated) (3e) Ye kaun

hai...? Respondent: (3f) (in a low voice) Nai...koi nahi... Enumerator (3g) Yahi rehtin hai kya? Respondent looks at her irritated. Respondent: (3h) Haan…kya farak padta hai…goongi aur behri paida hui thi. Kuch kar nahi

sakti. Enumerator: (3i) Aapki beti hai kya? Respondent: (3j) Haan...lekin hona na hona ek hi baat hai… Enumerator (3k) Arrey, inka naam likhna bhi bahut zaroori hai. Ye bhi aapke parivar ki sadasya

hain. Inka naam kya hai? Respondent: (3l) Reema. Enumerator starts writing the girl’s name.

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Annexure 7 Role Play 2: Inclusion Scene: 4 - Setting: Middle class urban household, showing only the door, closed and half open Characters: Enumerator, Middle aged man and Elderly woman

Enumerator is leaving after getting all the information. Enumerator: (4a) Ji, thank you. An elderly lady goes past the Respondent, inside the house. Enumerator: (4b) Ye kaun...? Respondent: (4c) Nahin...yahaan rah rahe hain kuch din ke liye... Enumerator: (4d) Aapke parivaar ke sadasya hain ? Respondent: (4e) Nahi nahi...kiraye pe rah rahe hain. Enumerator: (4f) Arrey! Inkey baare mein to bataaya hi nahin...? Respondent: (4g) Haan to ye kuch din ke liye aaye hain…chale jaayenge. Enumerator: (4h) Dekhiye, aapke ilaake ki hi nahi, desh ki jansankhya bataane ke liye,

janganana mein sabhi logon ko shaamil kiya jaayega. Vo jahaan bhi rahte hon, unki ganana hogi.

Respondent: (4i) To theek hai, mein unhen bula leta hun. Both go back inside the house.

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Annexure 8 Role Play 3: Head of household Scene: 1 - Setting: The living room of a middle class house Characters: Enumerator and Male Respondent Both, the Enumerator and Respondent, are sitting opposite each other. Enumerator starts writing the name under the ‘Head of household’ column. Enumerator: (1a) Acha, aapke parivaar ke mukhiya kaun honge? Respondent: (1b) Mukhiya, yaani? Enumerator: (1c) Yaani vo vyakti jise ye parivaar apna mukhiya maanta hai aur jiske oopar ghar

ke roz ke nirnay lene ki zimmadaari hoti hai. Respondent: (1d) Phir humaare parivaar ki mukhiya humaari mataji hain…mein to ghar ke

kharche ke liye sirf paise deta hun. Enumerator: (1e) Ji. Aapki mataaji ka naam? Respondent: (1f) Shrimati Kamla

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Annexure 9 Role Play 3: Head of household Scene: 2 Setting: The living room of a middle class house Characters: Enumerator and Elderly woman Respondent Both, the Enumerator and Respondent, are sitting opposite each other. Enumerator starts writing the name under the ‘Head of household’ column. Enumerator: (2a) Iss parivaar ke mukhiya kaun hain? Respondent: (2b) Mera beta. Enumerator: (2c) Kya vo yahin rahte hain? Respondent: (2d) Yeh ghar to ussi ka hai. Lekin aajkal uski badli ho gayi hai. Enumerator: (2e) To abhi vo kahaan reh rehen hain? Respondent: (2f) Bangalore mein...usse kya fark padta hai?? Enumerator: (2g) Kab se vahaan par hain? Respondent: (2h) Chaar mahine ho gaye.. Enumerator: (explaining patiently) (2i) Madam, janganana ke mutabik ghar ke mukhiya vahi hain

jinke oopar ghar ke roz ke nirnay lene ki zimmadaari hoti hai, aur vo janganana ke poore samay issi ghar mein milenge.

Iss hisaab se aapke bete ki ginti Bangalore mein hi hogi. Respondent: (surprised) (2j) Acha? Enumerator: (2k) Ji. To aajkal aapke parivaar ka mukhiya kaun hoga? Respondent: (2l) Phir abhi to saari zimmedaari bahu ke oopar hai. Sab kuch vahi dekhti hai,

daftar ke baad. Enumerator: (2k) Ji, unka naam? Respondent: (2l) Ritu.

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Annexure 10 Role Play 3: Head of household Scene: 3 -Setting: Slum dwelling with wooden plank door with a raised platform outside to sit on Characters: Enumerator and Middle aged slum women Respondent Both, the Enumerator and Respondent, are sitting opposite each other. Respondent calls out to the other room. Enumerator starts writing the name under the ‘Head of household’ column. Enumerator: (friendly tone) (3a) Haan to Sunita, aapke parivaar ke mukhiya kaun hain? Respondent: (3b) Mukhiya? Vo to gaaon ke hote hain… Enumerator: (3c) Ghar me mukhiya vo vyakti hain jise ye parivaar apna mukhiya maanta hai aur

jiske oopar ghar ke roz ke nirnay lene ki zimmadaari hoti hai. Respondent: (3d) Vo to gudiya ke baapu hain. Enumerator: (3e) Unka naam? Respondent: (3f) Hum unka naam nahin lete… Enumerator: (3g) Kya gudiya ghar pe hai? Usse unkey pitaji ka naam pooch sakte hain...? Respondent: (3h) Gudiyaaaa…zaraa inhe papa ka naam bataana… SFX – voice comes from inside: (3i) Sunil…Sunil Mandal Enumerator: (repeating to check) (3j) Sunil? Respondent: (3k) Ji.

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Annexure 11 Role Play 4: Date of Birth Scene: 1 - Setting: Rural setting household Characters: Enumerator and Middle aged slum woman The Enumerator and the Respondent are sitting next to each other. Enumerator: (1a) Aapke parivaar mein sabki janm tithi kya hogi? Din, mahina aur saal…? Respondent: (1b) Beta ka to saat May unnis sau nabbey (7/51990). Unka mein pooch ke bataati

hun... Respondent goes inside and comes back. (1c) Unnis Janvary unees sau sattar (19/1/1970) Enumerator: (1d) Aur aapka Respondent: (1e) Apna to nahi maloom mujhe…hungi kareeb pentees ki… Enumerator: (1f) Aapka koi pahchaan patra jisme likha ho? Respondent: (1g) Nahin...kuch nahi hai. Meri ma ko bhi nahi maloom hai...chod do Enumerator: (1h) Aisi koi ghatna yaad hai jo aapke janm ke theek baad ya pehle hui ho? Respondent: (1i) nahi… Enumerator: (1j) Kiss mausam mein, ya kis tyohar ke dauran? Respondent: (1k) Haan, maker sakranti ke samay…ma kehti thi… Enumerator: (1l) Acha ye bataiye ki aap shaadi ke vakt kitni badi thi? Enumerator starts writing with the given details. Respondent: (1m) kareeb satraah (17) saal Enumerator: (1n) Theek. Aur apka badaa beta kitni der baad hua? Respondent: (1o) Kaafi dino baad… Enumerator: (1p) Zaraa soch ke bataiye…? Respondent: (1q) (thinking) Do saal baad… Enumerator starts calculating with her fingers… Enumerator: (1r) To iss hisaab se to aap ki umr untaalis (39) banti hai. Respondent nods in agreement.

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Annexure 12 Role Play 4: Date of Birth Scene: 2 - Setting: Middle class urban household living room Characters: Enumerator, Middle aged woman and Elderly woman The Enumerator and the Respondent are sitting next to each other. Enumerator: (2a) Madam, ab mein aapke ghar ke sabhi sadasyon ki janm tithi janna chahungi Respondent: (2b) Haanji poochiye…. Enumerator: (2c) Aapse shuru karte hain... date, month aur year…? Respondent: (2d) Mera 20th October, 1972. Mere bete ka 14th April 1995, aur unka 23rd January

1968 Enumerator: (2e) Aur aapki mother-in-law ka? Respondent: (2f) Mujhe koi idea nahi hai. Aur mere liye unse poochna bhi thoda difficult hai. Kya

aap unse khud pooch lengi? Mein unhe bula leti hoon…? Enumerator: (2g) Ji theek hai. Enumerator: (2h) Namaste mataji. Mujhe parivar ke sabhi sadasya ki janm tithi chahiye thi. Kya

aap apni janm tithi bata sakti hain..? Respondent goes inside and comes back along with mother—in-law. Elderly woman: (2i) Mujhe kya pataa. Humare zamaane mein janm din kahaan manaate the… Enumerator: (2j) Phir bhi...koshish kar ke batayen to acha hoga. Elderly woman: (2k) Mujhe bilkul nahin yaad. Enumerator: (2l) Accha, aapko aisi koi ghatna yaad hai jo janm honey ke turant pahle ya turant

baad me ghati ho? Jaise ki desh ki aazadi...? Elderly woman: (2m) Haan, meri ma kehto thi ki main aur meri chacheri bahan desh aazad hone ke

uglay saal mein janmey they Enumerator: (2n) Uglay....yaani swandhinta ke baad? Elderly woman: (2o) Haan Enumerator starts writing with the given details.

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Annexure 13 Role Play 5: Religion Scene: 1 - Setting: The living room of a middle class house Characters: Enumerator/Supervisor, Male respondent and Middle aged woman The Enumerator and both the respondents are sitting opposite each other. Enumerator starts writing the religion of the two respondents as Shivji. Enumerator: (1a) Aapke parivaar ke har ek sadasya ke dharm ke baarey mein bataayen Male Respondent: (1b) Hum sabhi Hindu hain. Female Respondent: (1c) Aisa kyun keh rahe hain...mein to Guruji ko maanti hoon… Male Respondent: (1d) Haan, to vo Hindu hi hue. Female Respondent: (1e) Behenji, hum Guruji nahin likhva sakte hain kya? Enumerator: (1f) Ji bilkul likh sakhte hain. Aap jo bataayein, vahi lokhoongi mein. Male Respondent: (1g) Bade ache! Fir aap inka dharm Guruji likhye. Enumerator: (1h) Aur aapka? Male Respondent: (1i) Hindu. Enumerator: (1j) Aur aapke ghar mein jo ladki kaam karti hai, Sunita, uska kya dharm

hoga ? Woman Respondent: (1k) Mein poochke bataati hun…

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Annexure 14 Role Play 5: Religion Scene: 2 - Setting: The living room of a middle class house Characters: Enumerator/Supervisor, Elderly woman and Middle aged woman The Enumerator and the respondent are sitting opposite each other. Enumerator: (2a) Aapke parivaar ke har ek sadasya ke dharm ke baarey mein

bataayen Elderly woman Respondent: (2b) Hum sabhi Musalman hain. Enumerator: (2c) Sabhi? Elderly woman Respondent: (2d) Haan, sabhi. Enumerator: (2e) Acha. Aur aapke yahaan jo paying guest hain…Rachna ji,

unka dharm kya hoga? Elderly woman Respondent: (2f) Abhi bulaati hun…zara Rachna ko bulana… Tells someone to call Rachna. Enumerator: (2g) Ji, aap apne dharm ke bare mein batayen Middle aged woman enters the room. Enumerator starts writing the details. Middle aged woman respondent: (2h) Ji, mein koi dharm ko nahin maanti. Elderly woman Respondent: (2i) Ye kaise ho sakta hai? Koi to dharm hoga…? Enumerator: (2j) Nahin. Hum vahi likhenge jo Rachni ji batayengi.

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Annexure 15 Role Play 6: Mother Tongue Scene: 1 -Setting: The living room of a middle class house Characters: Enumerator/Supervisor, Male respondent and Middle aged woman The Enumerator and both the respondents are sitting opposite each other. Enumerator: (1a) Apne parivaar ke har ek sadasya ki matrabhasha bataiye. Male Respondent: (1b) Hum to Hindi bolte hain. Enumerator: (1c) Ji, lekin matra bhasha vo hai jisme aapki ma aapse bachpan mein baat

karti thi. Respondent: (1d) Vo to Bhojpuri mein baat karti thi... Enumerator: (1e) To Bhojpuri aapki matra bhasha hui. Aur madam, aapki matrabhasha? Writes the mother tongue down as Bhojpuri. Woman Respondent: (1f) Mein to punjabi parivar se hun. Meri ma Punjabi mein baat karti thi. Enumerator: (1g) To aapki matra bhasha punjabi hui. Aur aap aapni beti se kis bhasha

mein baat karti hain? Woman Respondent: (1h) Hindi. Enumerator starts writing the other two languages.

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Annexure 16 Role Play 7: Work Scene: 1 - Setting: Middle class urban household living room (S5) Characters: Enumerator and Respondent (Middle aged man) The Enumerator and the Respondent are sitting next to each other. Enumerator starts writing with the given details. Enumerator: (1a) Sir, ab aap sab ke kaam ke bare mein batayein. Aap kya kaam kartein hai? Respondent: (1b) Assistant manager hun. Enumerator: (1c) Kab se kaam kar rahen hain? Respondent: (1d) Teen saal ho gaye. Enumerator: (1e) Aur kahaan kaam kartein hain? Respondent: (1f) Private bank mein… Enumerator: (1g) Sir aapka office, yaani bank, kitna door hai? Aur aap har roz kaise travel karte

hain? Respondent: (1h) Barah kilometre ke kareeb hoga….bike se jaata hun. Enumerator: (1i) Sir, aapki wife, Rita ji kya kaam karti hain? Respondent: (1j) Nahin...vo housewife hain Enumerator: (1k) agar koi part time, yaan ghar bethe koi kaam karti hon? Respondent: (1l) Nahin...kuch khaas nahin Enumerator: (1m) Sir, agar vo thoda sa bhi kaam karti hain, to vo census ki information ke liye

important hai. Respondent: (1n) Vo ghar se hi ek-do bachon ka tuition de deti hai…kuch khaas paisa to nahi

milta lekin pocket money ho jaata hai aur din mein time pass bhi… Enumerator: (1o) Ji. Tuitions kab se de rahi hain? Respondent: (1p) yahi kuch saat- aath mahine. Enumerator: (1q) Aap ki mataaji bhi koi kaam kar rahin hain? Respondent: (1r) Nahin, vo retired hain Enumerator: (1s) Kab retire hui thi? Respondent: (1t) Ab do saal ho gaye Enumerator: (1u) To ab vo kuch bhi karti hain? Yaan kuch karna chahengi? Respondent: (1v) Nahin. Ab nahin…ab to unhen ghar pe hi time bitana hai.

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Annexure 17 Role Play 7: Work Scene: 2 - Setting: Slum dwelling with wooden plank door with a raised platform outside to sit on Characters: Enumerator and Respondent (Middle aged rural man) The Enumerator and the Respondent are sitting next to each other. Enumerator starts writing with the given details. Enumerator: (2a) Salim ji aap kam kya karte hain? Respondent: (2b) A Main rickshaw chalata hun… Enumerator: (2c) Aur aap har subah shuru kahaan se karte hain? Respondent: (2d) Mandi ke paas wali market se...vahaan se bus stand pass hai na Enumerator: (2e) Yahaan se kitni door hai yeh? Respondent: (2f) Zyaada nahin… Enumerator: (2g) Phir bhi…koi andaaza? Respondent: (2h) Das-pandrah minute ka paidal rasta hai…kareeb ek kilometre hoga.. Enumerator: (2i) Aur aapki biwi, Salma ji kya kaam karti hain? Respondent: (2j) Nahin...vo ghar pe hi rehti hain Enumerator: (2k) Acha! Abhi jo ladki unke liye pooch rahi thi, mujhe laga kaam ke silsile mein… Respondent: (2l) Voh! Vo to kabhi tyohar ke din mehendi laga de deti hai Enumerator: (2m) Acha…to saal mein kareeb kitne din kaam mil jaata hoga? Respondent: (2n) Tyohar ke din to line lag jaati hai…lekin vaise kabhi shaadi pe bhi lagaa deti

hai...lekin kuch khaas nahin... Enumerator: (2o) Acha…kya vo bahar bhi jaati hain lagaane? Respondent: (2p) Nahin…ghar pe hi aa jaate hain sab… Enumerator: (2q) Aap ki mataaji bhi koi kaam karti hain? Respondent: (2r) Ammi!! (chuckles) Vo to saari din baakri aur memne ke saath hi lagi rehti hain!

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Annexure 18 Role Play 7 : Work Scene: 3 - Setting: Rural setting household Characters: Enumerator and Respondent (Middle aged rural man) The Enumerator and the Respondent are sitting next to each other. Enumerator: (3a) Ab aap thoda kaam ke baare mein bhi bataiyega Respondent: (3b) Naukri thoda karte hain hum…ghar ki kheti ka kaam hai humara to… Enumerator: (3c) Ji, khet kya aap ke hain, ya batai par hain, ya kisi aur ke khet par mazdoor

hain? Respondent: (3d) Ji hamare hain, chota sa 1 kile ka patta hai. Enumerator: (3e) Aur aap ki patni kya kam karti hain? Respondent: (3f) Bal bachon ko sambhalti hain, khana vana, kapde...bahut kam hota hai balkan

ka Enumerator: (3g) Aap ke pass to guy bhi hai, iska doodh kon nikalta hai? Respondent: (3h) Oh...yeh to vo bhi nikal leti hai. Par ye kyun pooch rahe hain? Hum doodh

nahin bechte... Enumerator: (3i) Koyee baat nahin, janganana me ise bhi kaam hi ginte hain. Ab ye bataayen ki

pashu ke elawa, kya dehadi majdoori par jati hai? Respondent: (3j) Haan kuch dino ke liye gayi thi... Enumerator: (3k) Aur ye uple jo baahar rakhe hain, ye kya aap bechte hain? Respondent: (3l) Han...kabhi bech deten hain, kabhi khet me dal deten hain… Enumerator: (3m) Ye kaun banata hai? Pointing sideways Respondent: (3n) Yehi karti hai... Enumerator: (3o) Kya vo khet mein bhi madad karti hain? Respondent: (3p) Haan thoda bahut... Enumerator: (3q) To zyaada samay kaun sa kaam karti hain? Respondent: (3r) Guy ka to roz rahta hai, khet to beech beech me kayi din nahi bhi jati...ladka

kabhi kabhi madad kar deta hai... Enumerator: (3s) Alag alag kam ka hisab karun to lagbagh sara sal hi kuchch na kuchch kaam

rehta hai... Respondent: (3t) Agar inhe kam mano, to haan. Hamein to yeh ghar ka hi chota mota kam lagta

hai. Enumerator: (3u) Aapne kaha aap ka beta bhi khet me madad karta hai? Respondent: (3v) Par vo to school jata hai, padh raha hai… Enumerator: (3w) Ji vidyarthi bhi agar koi arthik karya kalaap me hissa leta hai to hamne usko

bhi likna hai. Respondent: (3x) Bas chhuttiyon me hi jata hai... Enumerator: (3y) Bataayenge kitne din ya mahine? Respondent: (3z) (Laughs ) Ek-dedh mahina…do char ghante roz Enumerator: (3a1) Bas chaalis - paintaalis din hi? Respondent: (3a2) Haan itna hi...doston ke sath dolata rahta hai… Enumerator: (3a3) Kya vo kaam dekh raha hai? Agar milega to karega? Respondent: (3a4) Na na. Abhi parh le...kaam to kar hi lega. Enumerator starts writing with the given details.

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Annexure 19 Role Play 8: Migration Scene: 1 - Setting: Rural setting household Characters: Enumerator/Supervisor, Middle aged slum woman and Middle aged rural man The Enumerator and both the respondent are sitting next to each other. Enumerator: (1a) Aapka janm kahaan hua tha? Respondent: (1b) Issi gaon mein. Enumerator: (1d) Tabse aap yahin hain? Kabhi baahar nahin rahe? Naukri ya kissi kaam

ke liye? Respondent: (1e) Bas kheti baadi karta hun ...kabhi kabhi bete ke paas chala jaata ek-

aadh mahine ke liye Enumeratorfills in the form. Enumerator: (1f) Aapki patni ka janam kahaan hua tha? Woman Respondent: (1g) Hari Nagar gaon mein Enumerator: (1h) Vo kahaan? Kaunse zila mein hai? Woman Respondent: (1i) Issi zile mein hai. Yahaan se kareeb tees (30) meel padta hai. Enumerator: (1j) Yahaan kitna dino se rah rahi hain aap? Respondent: (1k) Jabse meri shaadi hui…kareeb 30 saal ho gaye. Enumerator: (1j) To aapne bataaye ki aap ka janm hari nagar mein hua, shaadi ke baat

yahaan aayi...beech mein kahin aur to nahin rahin? Woman Respondent: (1i) Nahin. Enumerator: (1j Aaapke bete ramesh ka janm kahaan hua? Enumerator fills in the form. Woman Respondent: (1i) Mere maayke Hari Nagar mein. Enumerator: (1j) Abhi aapney bataaya ki Ramesh bhi aap ke saath kheti baadi karta hai.

Ye batayein vo padhai ya kaam ke liye kabhi baahar raha hai? Male Respondent: (1i) Haan…do saal. Dilli mein. Enumerator: (1j) Dilli mein kiss silsile mein? Man Respondent: (1i) Kaam ke liye… Enumerator: (1j) To vaapis kab aaya? Male Respondent: (1i) Saal ho gaya… Enumerator: (1j) Vaapis aaney ka koi kaaran? Male Respondent: (1j) Mera haath bataane ke liye. Ab mein thak jaata hun.

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Annexure 20 Role Play 8: Migration Scene: 2 - Setting: Middle class urban household living room Characters: Enumerator/Supervisor, Middle aged man and Middle aged woman The Enumerator and the respondent are sitting next to each other. Enumerator: (2a) Sir, aapka janam kahaan hua tha? Male Respondent: (2b) Saagar shahar mein. Enumerator: (2c) To yahaan kab se hain? Male Respondent: (2d) Do-teen saal ke tha jab yahaan aaye the. Enumerator: (2e) Yahaan aaney ke kaaran? Male Respondent: (2f) Pitaji ka yahaan tabaadla hua tha. Enumerator: (2g) Kya aap kabhi kissi aur jagah padhai ya kaam ke silsiley mein rahe hain? Male Respondent: (2h) Nahi. Padhai aur naukri yahin hai. Kabhi kabhi ath-das din ke liye office

tour pe chala jaata hu . Enumerator: (2i) Aapki patni ka janm kahaan hua tha? Male Respondent: (2j) Unhi se pooch leejiye…mein abhi bulata hoon. Respondent goes inside and comes back along with the wife. Enumerator starts writing with the given details. Enumerator: (2k) Namaste ji. Aapka janam kahaan hua tha? Woman respondent: (2l) Jabalpur mein. Enumerator: (2m) Aap yahaan aaney se pehle, kahin aur bhi rahin thi? Woman respondent: (2n) Nahin. Mein Jabalpur se seedha Bhopal hi aayi thi. Enumerator: (2o) Kitne time pehle aayi thi aap? Woman respondent: (2p) Paanch saal ho gaye. Enumerator: (2q) Accha, aapki shaadi huey to do saal hue na? To aap kiss silsile mein

yahaan aayin thi? Woman respondent: (2r) Mein yahaan course karne aayi thi, phir naukri yahin mil gayi aur shaadi

bhi yahin ho gayi. Enumerator: (2s) Ji. Yaani aap Bhopal padhney ki liye aayi this. Woman respondent: (2t) Haan

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Annexure 21 Role Play 9: Fertility Scene 1- Setting: Rural household Image reference of the house and the respondent provided. Characters: Enumerator and Man respondent Both, the Enumerator and respondent, are sitting outside the house on a ledge - opposite each other. Enumerator starts filling in the details. Enumerator: (1a) To aapne bataaya ki aapke do bache hain. Respondent: (1b) Haan. Ek beta, ek beti. Unke naam aapne likh liye – Salim aur Salma. Enumerator: (1c) Bache abhi hain kya aas paas? Respondent: (1d) Nahi, abhi school mein hain. Enumerator: (1e) Kul itne hi bache hue the...yaan aur bhi, jo ab nahin hain? Respondent: (1f) Haan, ek beti paida to hui thi, par kuch hi ghanto mein guzar gayi… Enumerator: (sensitively) (1g) Yek kab ki baat hai..i? Respondent: (1h) Pichle saal. Enumerator: (1i) Tarikh yaad hogi? Respondent: (1j) Tarikh to yaad nahin per kuch 7-8 mahine pehle.

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Annexure 22 Role Play 9: Fertility Scene 2 - Setting: The living room of a middle class house. Image reference of the house and the respondent provided Characters: Enumerator/Supervisor, Male respondent and Elderly woman respondent Both, the Enumerator and respondent, are sitting opposite each other. Enumerator: (2a) To aapne apni mataji ka naam bhi likhwaya hai.. Respondent: (2b) Haan, wo hamaare saath hi rehti hain. Enumerator: (2c) Aur aap kitne bhai-behen hain? Respondent: (2d) Ek bhai, ek behen. Par mera bhai yahaan nahi hai. Vo apney parivar

ke saath rehta hain. Enumerator: (2e) Haan, lekin humein aapki mataji ke bachon ke barey mein jaankaari

chahiye. Unke kitne bache hain? Respondent: (2f) Jaise meine bataaya – hum do bhai aur ek behen jisko aapne abhi jaate

huey dekha. Enumerator: (2g) Koi aur behen, jiski shaadi ho gayi ho? Respondent: (2h) Haan, ek behen ki shaadi ho gayi hai. Usko bhi ginengi? Enumerator: (2i) Ji haan. To ab aap do bhai aur do behen hain. Koi aur behen? Respondent: (2j) Nahin. Enumerator: (2k) Maaf karen, mujhe ye bhi batayen ki koi durbhagya varsh koi bache jo

ab na raha? Respondent: (2l) Malum nahin. Meri ma ko pata hoga. Enumerator: (2m) Kya ap unko bula sakte hain? Respondent: (2n): Ji Respondent goes inside to call the mother. He comes back along with the mother. Enumerator starts filling in the details. Enumerator: (2o) Mataji, namaste. Bas kuch jaankaari chahiye thi. Aapke bete ne

bataaya ki aapke do bete aur do batiyaan hain. Woman Respondent: (2p) Haan… Enumerator: (2q) Kya aapke koi aur bhi bache hue the? Woman Respondent: (2r) Haan…ek beta tha jo do saal ke under guzar gaya. Aur ek beti jo saat

saal baad chal basi…

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Annexure 23 Role Play 10: Confidentiality Scene: 1 - Setting: Middle class urban household, showing only the door, closed and half open Characters: Enumerator and Male respondent The Enumerator(side profile) rings the bell. Respondent (front profile) opens the door, and asks… Enumerator shows the form to the respondent. Respondent: (1a) Kaun? Enumerator: (1b) Ji mein Janganana ke kaam ke liye aayi hun Respondent: (1c) Vo kya hai? Enumerator: (1d) Sir, aapne pichle dino TV aur radio mein dekha hoga ki 2011 ki janganana ka

kaam chal raha hai. Mein ussi silsile mein aapke parivar ki kuch jaankari lene aayi hun.

Respondent: (irritated) (1e) Hamein kuch jaankaari nahi deni. Hum apne baare mein poori duniya ko kyun bataayein?

Enumerator: (1f) Sir, janganana Act ke mutaabik aapko ye jaankaari kanoonan deni hai. Aur aapke parivar ki jaankaari gopniya rakhi jayegi. Jiska istmal jansankhya se jude ankde banane ke liye kiya jayega. Dekhiye idhar likha bhi hua hai...

Respondent: (letting down his gaurd) (1g) Hmm...acha...poochiye...

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Annexure 24 Role Play 11: Mascot script Setting: The Enumerator mascot talks to herself. Characters: Enumerator The Enumerator is talking to herself while holding some registers in her hand. Enumerator: (1a) Aaj mujhe janganana 2011 ka mahatvapoorn kaam shuru karna hai. Zara

dekhun, ki iss kaam ke liye sabhi zaroori saman meine rakh liya hai na... She looks at her stuff and counts while talking aloud. Yeh raha mera pehchan patra, janganana form, sankshipt makaansoochi, SC aur

ST list, pen, mohar pad aur layout map. Chalo, sabhi zaroori samaan hai. Ab chalti hoon. Mujhe apne supervisor se bhi

milna hai.

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Annexure 25

Quiz on Work 1. Meena helps to cultivate her own paddy field. Is Meena a worker? Yes / No Correct answer -Yes 2a. Ram is studying in class X. He also delivers newspaper everyday in the morning. Is he a

worker? Yes /No Correct answer - Yes 2b. What kind of worker is Ram? Main worker /Marginal worker Correct answer – Main worker 3a. Gita goes to school and also helps her father in the family shop during 3 months school

holidays. Is Gita a worker? Yes / No Correct answer - Yes 3b. What kind of worker is Gita? Main worker/ Marginal worker Correct answer – Marginal worker 4. Nathu was not working for past 11 months. He has joined as a teacher in a government

school last month and is a permanent job. What kind of worker is Nathu? Main worker / Marginal worker

Correct answer – Marginal worker 5. Mansoor is a rickshaw-puller. What is his class of work? Employer / employee/Single

worker/Family worker/ Correct answer – Single worker 6. A housewife spends her spare time doing small stitching jobs for a neighbourhood tailor? Is

she a worker? Yes / No Correct answer – Yes 7. A retired person gets a pension of Rs 10,000 per month? What is he? Main/ Marginal/ Non-

worker Correct answer – Non-worker 8. The grandmother in the house has retired as a school teacher. In her spare time she teaches

poor children from her area without receiving any fees. Is she is a worker? Worker/ Non-worker

Correct answer – Worker 9. A man sells snacks near the railway station as a hawker. The snacks are made by his wife. Is

his wife a worker? Yes/No Correct answer – Yes 10. Ratan cycles to the station for 40 minutes and then takes a train to the station nearest to his

place of work for 15 mins. Finally he walks for 10 mins to reach his office. What is his main mode of transportation? Bicycle/ On foot/Train

Correct answer – Train 11. A woman undertakes household duties and also collects milk from her cow for household

consumption. Is she is worker? Yes / No Correct answer – yes 12. Every morning Sheela goes to work as a maid on foot to 3 houses in 2 different housing

colonies. In the evening, she again goes to the same houses to help with household chores. Which distance will you record as the one-way distance from residence to place of work?

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Distance (in kms) between residence and the first place of work/ distance (in kms) between 2 houses in the different colonies/ one-way distance (in kms) between residence and the house that is at longest distance from the residence

Correct answer – one-way distance between residence and the house that is at longest distance from the residence (distance to be recorded in kilometers in the census questionnaire)

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Annexure 26

Steps for Ensuring Gender Responsive Census Aspects on gender in

enumeration

Points to remember/Probes to collect information

Question Range 1-6 Counting women and girls, female headed households, Date of birth, Age, Age at marriage

Q1. Count everyone, pay attention to counting newborn and infant girls, elderly women, females with disability, single, deserted, divorced and widowed

Q2. Correctly understand and share definition of head of household with the respondent and identify female headed households. Remember, women can also be heads of households

Q4. Involve women present in the household to accurately get information on their and their children’s age and date of birth

Q6. Children/adolescents who have been married but are not living with their spouse (gauna has not taken place) should be recorded as currently married

Question Range 7-11 Religion, Disability, Mother tongue

Q.7 Religion of each member of the household may not always be same. Ask religion for all members including that of women. For example the religion of wife need not always be that of the husband

Q.9 Probe for women and girls with disability, especially single and elderly women. Often information regarding them is not shared. Emphasize confidentiality of information

Q.10 Mother tongue of all members of the household can be different, specially, married women and domestic help/guests in the household

Question Range 12-14 Literacy

Q.13 Ensure that women attending adult literacy classes and girls attending non-formal education centres are reported as attending educational institution

Question Range 15-22 Work

Q.15 If a woman says she is a non-worker or a house wife do not straightaway record her as a non-worker. Probe to find out if she is also simultaneously engaged in any economically productive work. Refer to pictures in the Instruction Manual-Annexure 6 to explain types of female work

o Women are often engaged in unpaid but economically productive work. For example milching the cow and using milk even for household consumption

Q.15 Part-time or intermittent work, that women may often undertake, is not always marginal work. Estimate correctly the duration of different work to differentiate between main and marginal work

Q.21 Probe to record women’s work as labourer and their availability for work, if they are marginal or non-worker

Question Range 23-26 Migration

Q.23 -24 Married women in the household are likely to have different places of birth

and last residence than other members. Ask separately for each member of the household

Q. 25 In case of women, the primary reason for migration need not only be marriage or moved with household. Probe to record correctly; reasons for migration

Question Range Request involvement of women members present in the household to answer

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27-29 Fertility

questions 27 - 29 Q.27 For surviving children; probe to find out about married daughters and

sons who are living elsewhere Q.28 Probe to ensure that daughters/sons are reported among children ever

born, even if they may not have survived Q.29 Remember this question refers to one year prior to census. Sensitively

probe for infants including girls who were born alive but later died as these births and deaths are often not reported.

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Annexure 27

Quiz for Recapitulation GENERAL QUESTIONS FOR QUIZ ANSWER

1 The reference date for Census 2011 is 00 hours of 1st March 2011?

True/ False True

2 The enumeration period has been fixed from 9th February to 28th February 2011.

True/ False True

3 The Houseless population will be enumerated on the night of 28th Feb.2011

True/ False True

4 Birth and death before 1st March 01, 2011 will be accounted for during Revision Round

True/ False True

5 If a new household has moved into your area and not enumerated elsewhere a fresh household Schedule will be filled

True/ False True

6 Under the Census Act, 1948 Records of Census are not open to inspection nor admissible as evidence in a Court of Law in the country

True/ False True

7 Will the layout map be prepared at the time of Population Enumeration?

True/ False True

8 The Enumerator’s Abstract will be prepared in triplicate True/ False False (2 only) 9 Working Sheet for preparing Enumerator's Abstract will be

prepared separately for Normal, Institutional and Houseless Households

True/ False True

10 Working Sheet for preparing Enumerator's Abstract will not be prepared for houseless households

True/ False False

11 What is the total number of questions in Population Enumeration Schedule?

29

12 Institutional and Houseless Households are not to enumerated. True/ False False 13 Persons who are known to be normally residing and had actually

stayed during a part of the enumeration period in the household but are not present at the time of your visit are not to be enumerated.

True/ False False

14 Visitors not enumerated elsewhere but found in the household during your visit are to be enumerated

True/ False True

15 Foreigners and their families who are having diplomatic status will not be enumerated

True/ False True

16 Nomadic households camping in your EB in temporary structures will be enumerated as Normal households, if not enumerated elsewhere

True/ False True

17 Households staying the in open without shelter will be enumerated as Normal households, if not enumerated elsewhere

True/ False False

18 Will persons staying in Dak Bungalow or Dharamshala or Hotel or Ashram or Nursing Home be counted if they are found during the entire enumeration period and are not enumerated at any other place?

True/ False True

19 Details of how many people can be collected in one schedule? Eight 20 You can fill details of second household if the schedule for first

household has space. True/ False False

21 Will you collect information if there is a single person household? True/ False True

UPDATING AHL ANSWER 1 Each Enumerator should collect the Abridged Houselist with filled-

in Section 2 while collecting the blank Household Schedules. True/ False True

2 New households found in the EB but not available in AHL will be listed in Section 3 of AHL?

True/ False True

3 Houseless households found in the EB would be listed in Section 3 of AHL?

True/ False False (Sec 4)

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4 The EB number and sub-block number on the Household Schedule can be copied from the EB number and sub-block number written on the AHL.

True/ False True

5 In case of an Institutional Household (eg Hostel) the Serial No. of the Household under Col 8 will be given fresh.

True/ False False( it will be in continuation of row above)

6 If the last serial number of household (Col 8) at Section 2 is 135, the serial number of first household in Section 3 of Column 8 would be 136.

True/ False True

7 At line 41 of Section 2, State Bank of India is listed. will there be the serial number of household at Column 8?

True/ False False (-)

8 At line 13 of Section 2, against Census House no 8 (2), the description written is vacant. You have to visit the house?

True / False True

9 If you notice that a sweet shop in a new building in your EB, which is not listed in the AHL, will you list them in Section 3?

True / False True

10 While enquiring at ABC garments, you find that one worker stays there itself who was not staying during HLO. How will you update the AHL?

True/False True

LOCATION PARTICULARS ANSWER

1 For Coding only Arabic Numerals (1, 2, 3..) are to be used. True/ False True 2 You should not write anything in the Bar Code area. True/ False True 3 Location particulars should be recorded on both sides of the

Schedule. True/ False False

4 How many boxes are there to record code for State? Code-2 5 How many boxes are there to record code for District? Code-2 6 Will the names of the State and District be written along with the

code? True/ False True

7 What should be struck off if you are assigned enumeration of a Town Block?

village

8 For Ward Code there are three boxes. True/ False True 9 From where the Houselist Block No. will be copied from? AHL

10 From which Column and Section of the Abridged Houselist the Household No. will be written?

Column 8

11 There are three boxes for writing the Serial No. of Household. True/ False True 12 The code for Normal Household is 1 True/False True 13 The code for Houseless Household is 3 True/ False True 14 The details of only Institutional Household will be given True/ False True 15 If the household has more than 8 members will a separate

schedule be used? True/ False True

16 What will you write on the right hand bottom side of Side B of first schedule if additional sheet is used?

C

COLUMNS 1-29 ANSWER

1 How will you write the serial numbers 1 and 13 in the Population Enumeration Schedule?

Arabic

2 The serial number in the Schedule will be re-written if the earlier row has any mistake and information is struck off.

True/ False True

3 The first person to be recorded against serial number 001 will be the head of the household.

True/ False True

4 In cases when the name is too long, then the name in abbreviated form will be written as desired by the person.

True/ False True

5 Name of the eldest male member will be written at serial number 001 even if it is a female is head of the household.

True/ False False

6 The person on whom the responsibility of managing the affairs of household rests and recognized by the household is to be treated

True/False True

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as the head. 7 Names of the non-relatives such as paying guests (living and

taking meals with the household), domestic servants, visitors, etc., if any, in the household will not be included.

True/ False False

8 Names of newly born and aged persons are to be avoided. True/ False False 9 While writing under relationship, will it be correct description:

Nephew, Aunt, Uncle? True/ False False

10 If the Warden’s son is staying in the same hostel he will be recorded as unrelated.

True/ False True

11 What code under Sex will be given For of Eunuchs and hermaphrodites?

3

12 You are supposed not to fill in details if the respondent does not know the date of birth.

True/ False False

13 Physical verification of the documents for ascertaining the date of birth during the Population Enumeration is required.

True/ False False

14 Which Annexure is to be referred if the respondent is unable to give the date of birth?

Annexure-VII

15 Age of infant who has not completed one year by the day of enumeration, in completed years must be shown as '000'

True/ False True

16 Age is to be calculated on the basis 'years completed'? True/False True 17 Which Annexure is to be referred for Age calculation when the

respondent is able to give you her/his date (year) of birth? Annex-viii

18 No code will be given in marital status for person married second time.

True/ False False

19 Age at marriage is to be asked for all persons. True/False True 20 Girls / Boys currently married, even before legal age of marriage,

are to be allotted code 2. True/False True

21 What code will in the boxes provided if the respondent says ‘never married’?

1

22 Information under Columns 7 -29 will be filled only after responses for Columns 1 – 6 have been entered for all the members of the household.

True/False True

23 In the code list, codes for six main religions have been provided. True/ False True 24 You can give code for those religions not mentioned in the code

list. Yes/No No

25 The religion of the head of the household is the religion of all members of the household.

True/ False False

26 There are possibilities of different religions in one household. True/ False True 27 For Scheduled Caste and for Scheduled Tribe you have to enter

Code I and 2 respectively. True/False True

28 You can codify and record the name of the Scheduled Caste or Scheduled Tribe when it is in the list provided.

True/False True

29 Gazala Sheikh is Muslim. Can she be from Scheduled Tribe? True/False True 30 Ajay Patrick Ekka is Christian. Can he be from Scheduled Caste? True/False False 31 Ratan Billmoria is Parsi. He is from Scheduled Caste True/False False 32 There are eight codes in the code list for Disability. True/False True 33 What will you write in the boxes against 9(a) if the person is found

to be mentally or physically disabled? Code-1

34 The box against 9(b) is for writing what? Code for type of disability

35 Persons suffering from movement disability will be provided which code against 9(b)?

Code-4

36 The box against 9(c) is for writing what? Multiple disability

37 Maximum of how many codes can be provided for multiple disability?

3

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38 A person with one eye be considered as disabled. True/False False 39 If the respondent hears less from one of the ears, he will be

considered disabled. True/False False

40 Persons stammering even if speech is understood will be considered disabled.

True/False False

41 Mother tongue is the language spoken by the mother to the child in infancy

True/False True

42 Mother tongue of the wife can be different from that of the husband

True/False True

43 Mother tongue spoken should have a script of its own. True/ False False 44 If a person knows three languages other than the mother tongue,

then how many other languages known will be written? Which ones?

Two in order of proficiency

45 If the respondent does not know any other language apart from the mother tongue then what will be recorded as other languages known?

-

46 For Question 11: Other Languages known, one should know how to write and read too.

True/ False False

47 Literacy status is to be recorded for Males only. True/ False False 48 There are three boxes against Question 12 to record response

codes True/ False

49 Akash’s age is 5 years and knows how to read and write. Will he be treated as literate?

True/ False True

50 Literacy status can be adjudged if the person can read and write With undersatnding

True/ False True

51 There are 6 codes in code list for Question 13: Status of Attendance in Education

True/ False False

52 The question on ‘Status of Attendance in Educational institution’ will be asked only from the literates.

True/ False False

53 You can put a dash or leave blank against this question: Status of Attendance in Educational institution

True/ False

54 In the question ‘Status of Attendance in Educational institution’ attendance should be in recognized institutions

True/ False False

55 Sunidhi Jane is studying in class IV. What will you write for her against Question 14?

Class III

56 Md. Jalaluddin Khan did his B.Sc. Physics and BE Electronics. What will you write for him against Question 14?

BSc, BE (Electronic)

57 If there is no educational attainment then you can put a X against Question 14

True/ False False

58 How many questions are there on Side B of the schedule? 15 59 Question 15-22 should be asked from adults only. True/False False 60 Females are excluded while asking Questions 15-22. True/ False False 61 Work means economically productive activity with compensation,

wages or profit. True/ False False

62 Ajay Dubey has worked for more than 6 months in year. He is a Main Worker.

True/ False True

63 Swapnil Pawar has worked for 4 months in a year. He is a non-worker

True/ False False

64 Anju Dave has worked for less than three months. She is a marginal Worker.

True/ False True

65 Kalindi Devi is a home maker but she worked for wages during monsoon as agricultural labour. She is a Worker.

True/ False True

66 Sushmita Sinha gives teaches only to her children. She is not a worker

True/ False True

67 For all Questions on Workers and Non-Workers, the reference period is one year preceding the date of enumeration.

True/ False True

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68 There are 3 codes in code list for Question 15: Worked any time during the last year

True/ False False

69 What code you will give for Mandeep Kaur if she has worked for less than 3 months?

Code-3

70 What code you will give for Mandi Apang who studies in class four and does not work at all?

Code-4

71 Muniria and Bhartu help their father in family farm. Are they workers?

True/False True

72 There are 4 codes in code list for Question 16: Worked any time during the last year.

True/ False True

73 Question 16 will apply to all the persons whom you have coded 1, 2, 3, or 4 in question 15.

True/ False True

74 A dash will be put against Question 16 if the person has been coded non worker i.e. 4 in Question 15

True/ False True

75 Dashrath Manjhi cultivates his field for six months and works in brick kiln for three months. What will be the code for him against Question 16?

Code-1

76 Rastoi Tamang and Heeramani Kujur works in the tea garden. What code will you give against Question 16 for each of them?

Code-4

77 Worker in Household industry will be considered if it is registered as Factory.

True/ False False

78 Ruksana and her sister are engaged in manufacturing of Sohan papdi for sale in market. What code will you give to each of them against Question 16?

Code-4

79 Rajratnam Venkat is engaged in poultry. What code will you give him against Question 16?

Code-4

80 Detailed description of the actual work is to be written in the space provided under Question 17.

True/ False True

81 For those in defence and similar service, it is enough if it is merely noted as `Central Govt. Service' in Question 17 and 18. Other details need not be given.

True/ False True

82 In Question 18 the response is to be filled in if there is code 3 or 4 in Question 16, i.e., for household industry worker or Other Worker.

True/ False True

83 ‘Nature of Industry where the person works’ does not mean address of the Office where one is working.

True/ False True

84 If one is working in retail kirana store, description of industry will be ‘retail trade in groceries’.

True/ False True

85 There are 4 codes in code list for Question 19: Class of Worker True/ False True 86 What code will be provided under Question 19 for Villakal Pillai

who is working as a regularly paid mechanic in Jamuna Traders? Code-2

87 What code will be provided under Question 19 for Rukmini who is a Rag Picker who works on his own?

Code-3

88 What code will be provided under Question 19 for Ms. Mona Singh, a supervisor in ABC Ltd. having three technicians working under her?

Code-2

89 Sonal Upadhyay is a vegetable vendor. What code will be provided for her under Question 19?

Code-3

90 Dr. Ajoy Mohapatra is a doctor working in a hospital. What code will be provided for him under Question 19?

Code-2

91 Dr. Ajoy Mohapatra’s wife Suhasini Mohapatra is a doctor and runs her Pathology clinic with three staff. What code will be provided for her under Question 19?

Code 1

92 There are 7 codes in code list for Question 20: Non Economic Activity

True/ False True

93 In Question 20 the responses are to filled only for Marginal and Non-workers (If code '2' or '3' or '4' in Question15)

True/ False True

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94 Mrs. Mary Lizzamma is a widow and receives her husband’s pension. What code will be provided for her under Question 20?

Code-4

95 Aankit Gerrad is studying in Kindergarten. What code will be provided for him under Question 20?

Code-1

96 In Question 21 the responses are to filled only for Marginal and Non-workers (If code '2' or '3' or '4' in Question15)

True/ False True

97 Ahyodya Prasad Jigar is a non worker and willing to work. What code will be provided for him under Question 21

Code-1

98 Dash (-) may be put for Main Workers for whom this question is not applicable.

True/ False True

99 Jamuna Jatav is a home maker (house wife) and not willing to work even if provided. What code will be provided for her under Question 20

Code-2

100 Question 22 is applicable to only those Main Workers and the Marginal Workers who have been classified as 'Other Workers', i.e., for whom code '4' has been entered under Question 16

True/ False True

101 Under question 22, one-way distance will be calculated. True/ False True 102 There are 7 codes in code list for Question 22(b): Mode of Travel True/ False False 103 Ulysses Wheeler travels from Asansol to Kolkata by train and

goes from railway station to office by bus to work in Writers Building. What code will be provided for her under Question 22(b)?

Code-7

104 Shyam Rajak travels on foot to attend his office. What code will be provided for her under Question 22(b)?

Code-1

105 What information place of birth will be recorded in Question 23 True/False True 106 You will record name of the district for persons born outside the

country under Question 23 True/False False

107 What will you record for in the box under Question 23: Birth Place if he/she was born in a Town?

Code-2

108 What will you record for in the box under Question 23: Birth Place if he/she is a person born outside the country?

Name of the country

109 What will you record for in the box under Question 24(b): if the persons respond ‘Rural’?

Code-1

110 There are 7 codes in code list for Question 25: Reason for migration.

True/ False True

111 If Mr. Anjani Kumar had migrated from rural Bihar to New Delhi as he got a job in Central Government, what do would you record for him in the box under Question 25

Code-1

112 Mrs Sushmita Sinha residing in Patna, Bihar shifted to Ranch for higher education and lateron got married. Which code will you record for her in the box under Question 25?

Code-3

113 Under Question 26: ‘Duration of stay in this village/ town after migration’, there are 4 boxes to record the response.

True/ False False

114 Under Question 26: ‘Duration of stay in this village/ town after migration’, the response is to be recorded in months.

True/ False False

115 Under Question 26: ‘Duration of stay in this village/ town after migration’, Shri Rajat Jana has completed 7 months. What will you write in the boxes?

00

116 Question 27 will not be asked to ‘Separated’ woman. True/ False False 117 No. of children surviving at present includes only sons staying

with the mother. True/ False False

118 Married daughters not living with the household will be included in the number of children surviving

True/ False True

119 There are two boxes to record the response under Question 27. True/ False True 120 Chameli Kumari aged 15years and currently married has no

children. What will you write in the two boxes under Question 27 00

121 Manju Shrestha response to No. of children surviving at present is True/ False False

96

3 and 2 respectively. Her response to Question 28 is 2 and 2. Is this correct?

122 Under Question 28 the total births i.e. born live presently surviving or not are to be recorded separately for daughters and sons

True/ False True

123 Question29 is to be canvassed for currently married women only. True/ False True 124 There are three boxes to record the response under Question 29 True/ False False 125 Sanjana Kapoor gave birth to a daughter 6 years back and a son

three years back. What will be filled under Question 29? 00

126 Mamta Hartimath is a widow since 2 months and has a daughter 8 months old. Will her response be recorded under Question 29?

00

127 Janki Shandilya gave birth to twins (one son and one daughter) 6 months back. The son died after hours of birth. How will you enter code under Question 29?

1 and 1

128 Which serial number will be written in the space provided beside the space for writing the name of the respondent?

Serial no. of the respondent

129 If the respondent is Illiterate then he/she will put signature in the space provided on the schedule.

True/ False False

130 Signature of the Supervisor is not necessary. True/ False False 131 Totaling of total population is to be done only after revisional

round. True/ False True

132 Total of literates only are to be done immediately after canvassing True/ False False Answers are for the trainers

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