Rural Shefa Province Education Experience Survey and Literacy Assessment 2011
Vanuatu, 2011
Asia South Pacific Association for Basic and Adult Education, Vanuatu Education Policy and Advocacy Coalition
Identification
IDNO
SPC_VUT_ASPAE_EESE_2011_v01_M
Title
Rural Shefa Province Education Experience Survey and Literacy Assessment 2011
Country
| Name | Country code |
|---|---|
| Vanuatu | VUT |
Abstract
The Education Experience Survey and Literacy Assessment was conducted in Shefa Province, Vanuatu in April, 2011 for Ni-Vanuatu aged from 15 to 60 years. The full report analyses in detail the results of the survey and literacy assessment and highlights correlations between respondents’ educational experience and their literacy levels, employment and income. The survey was aimed at rural Shefa Province so did not cover the capital Port Vila.
The survey and literacy assessment instrument and methodology has been designed to collect accurate and staitsially significant information about education and language experience and also assess acutul literacy levels at the provincial, village and individual level.
The results provide accurate, statistically significant primary data about the education experience of Ni-Vanuatu in Shefa Province.
The survey and literacy assessment instrument and methodology has been designed to collect accurate and staitsially significant information about education and language experience and also assess acutul literacy levels at the provincial, village and individual level.
The results provide accurate, statistically significant primary data about the education experience of Ni-Vanuatu in Shefa Province.
Kind of Data
Sample survey data [ssd]
Version
Version number
Version 01 (edited/final)
Version Date
2011-10-19
Version Notes
The Vanuatu dataset is yet to be uploaded.
Scope
Topic Classification
| Topic | Vocabulary |
|---|---|
| Education | CESSDA |
| Literacy | CESSDA |
Keywords
| Keyword |
|---|
| Literacy |
| Education |
Coverage
Geographic Coverage
Shefa Province, Vanuatu not including Port Vila. Eight out of the total of 15 islands within the Province mapping were randomly selected.
The villages surveyed were located on islands of Efate, Lelepa, Nguna, Emau, Emae, Buninga, Tongoa, and Laman Island (Epi). The villages in which the survey took place were Mele, Emua, Takara/Sara, Ekipe, Pangpang, Eton, Teoma, Etas, Lelepa,Utanlang, Taloa, Marou, Wiana, Buninga, Tongamea, Sangava, Euta, Matangi/Itakoma, Lumbukiti and Laman.
The villages surveyed were located on islands of Efate, Lelepa, Nguna, Emau, Emae, Buninga, Tongoa, and Laman Island (Epi). The villages in which the survey took place were Mele, Emua, Takara/Sara, Ekipe, Pangpang, Eton, Teoma, Etas, Lelepa,Utanlang, Taloa, Marou, Wiana, Buninga, Tongamea, Sangava, Euta, Matangi/Itakoma, Lumbukiti and Laman.
Unit of Analysis
Household
Individual (Ni-Vanuatu aged from 15 to 60 years).
Individual (Ni-Vanuatu aged from 15 to 60 years).
Universe
The survey covered all people who normally resided in a selected household, between the ages of 15 and 60 years (inclusive).
Producers and sponsors
Authoring entity/Primary investigators
| Agency Name | Affiliation |
|---|---|
| Asia South Pacific Association for Basic and Adult Education | ASPBAE |
| Vanuatu Education Policy and Advocacy Coalition | VEPAC |
Producers
| Name | Role |
|---|---|
| Asia South Pacific Association for Basic and Adult Education | Participation in data collection, analysis and report writing. |
| Action for Economic Reform | Development of the data encoding and crosstabulation tools. |
| Civil Society Education Fund | Financial support |
| Vanuatu Education Policy Advocacy Coalition |
Funding Agency/Sponsor
| Name | Abbreviation | Role |
|---|---|---|
| Civil Society Education Fund | CSEF | Funding support |
Other Identifications/Acknowledgments
| Name | Affiliation | Role |
|---|---|---|
| Bernie Lovegrove Katie Robinson | ASPBAE | Adaptation of the survey and assessment tools |
| Anne Pakoa and Nigel Warelei | VEPAC | Survey coordination and data encoding |
Sampling
Sampling Procedure
The survey was conducted in households in randomly selected rural communities across 8 systematically selected islands out of the 15 islands of Shefa Province. Port Vila was consciously not included, but such a similar exercise in Port Vila would also be very worthwhile. Eight out of the total of 15 islands within the Province mapping were randomly selected. All people who normally resided in a selected household, between the ages of 15 and 60 years (inclusive), were invited to participate in the survey.
The literacy assessment questions were addressed only to respondents who declared an ability to read one of the official languages - English, French or Bislama. With regard to the sampling methodology, great care was taken to ensure that statistically significant results were obtained. The minimum required sample size was calculated using 2009 National Census population figures that indicated the total target population - those people between the ages of 15 to 60 - to be 57,174. The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 people.
This minimum sample size was then used to guide the number of households that needed to be surveyed. It was assumed that a household would typically contain at least three eligible people (15-60 years). As such, it was planned that 20 villages, with 30 households within each village, and an average of three people per household should be interviewed.
The literacy assessment questions were addressed only to respondents who declared an ability to read one of the official languages - English, French or Bislama. With regard to the sampling methodology, great care was taken to ensure that statistically significant results were obtained. The minimum required sample size was calculated using 2009 National Census population figures that indicated the total target population - those people between the ages of 15 to 60 - to be 57,174. The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 people.
This minimum sample size was then used to guide the number of households that needed to be surveyed. It was assumed that a household would typically contain at least three eligible people (15-60 years). As such, it was planned that 20 villages, with 30 households within each village, and an average of three people per household should be interviewed.
Deviations from the Sample Design
There was no deviation from sample design.
Response Rate
100% response rate.
The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 however of the1,350 households selected for the sample, in Shefa Province 1475 interviews were conducted, which is above the minimum sample size of 1,350 people. The survey sample comprised 628 males (42.6%) and 846 females (57.4%). All respondents were between the ages of 15 and 60 years, so as to encompass both the youth and adult demographic.
The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 however of the1,350 households selected for the sample, in Shefa Province 1475 interviews were conducted, which is above the minimum sample size of 1,350 people. The survey sample comprised 628 males (42.6%) and 846 females (57.4%). All respondents were between the ages of 15 and 60 years, so as to encompass both the youth and adult demographic.
Weighting
To be completed.
Data Collection
Dates of Data Collection (YYYY/MM/DD)
| Start date | End date |
|---|---|
| 2011-04-04 | 2011-04-29 |
Mode of data collection
Face-to-face [f2f]
Supervision
To be compiled
Type of Research Instrument
The survey instrument contains five sections as follows:
1. Individual profile
2. Education experience
3. Language experience
4. Literacy assessment
5. Employment experience
The Individual Profile section of the survey was designed to capture information about the respondents’ gender and age, to allow disaggregation analysis. The first section of the survey also included questions relating to the respondents’ number of children, sources of information used in the previous month, and the respondents’ attitudes to literacy and education.
The second and third parts of the survey were designed to capture information about the respondents’ educational and language experience. The questions in the second part of the survey, explored the education history of the individual, including the highest level of schooling attended and attained, as well as reasons behind non-completion where appropriate.
The third part of the survey questionnaire explored respondents’ language preferences in different situations, and asked respondents to self-declare their literacy status.
The fourth part of the survey is the literacy assessment, which was administered to those participants who self-declared an ability to read one of the three official languages - English, French or Bislama. Therefore, those respondents who indicated in Part 3 that they could read easily, or read some of their preferred official language, participated in the literacy assessment. In contrast, those respondents who indicated that they could not read one of the official languages, did not undertake the literacy assessment and were classified as nonliterate.
The fifth part of the survey looked at the employment experience of respondents. It was designed to extract information about individuals’ participation in the formal economy through cash -paying employment.
1. Individual profile
2. Education experience
3. Language experience
4. Literacy assessment
5. Employment experience
The Individual Profile section of the survey was designed to capture information about the respondents’ gender and age, to allow disaggregation analysis. The first section of the survey also included questions relating to the respondents’ number of children, sources of information used in the previous month, and the respondents’ attitudes to literacy and education.
The second and third parts of the survey were designed to capture information about the respondents’ educational and language experience. The questions in the second part of the survey, explored the education history of the individual, including the highest level of schooling attended and attained, as well as reasons behind non-completion where appropriate.
The third part of the survey questionnaire explored respondents’ language preferences in different situations, and asked respondents to self-declare their literacy status.
The fourth part of the survey is the literacy assessment, which was administered to those participants who self-declared an ability to read one of the three official languages - English, French or Bislama. Therefore, those respondents who indicated in Part 3 that they could read easily, or read some of their preferred official language, participated in the literacy assessment. In contrast, those respondents who indicated that they could not read one of the official languages, did not undertake the literacy assessment and were classified as nonliterate.
The fifth part of the survey looked at the employment experience of respondents. It was designed to extract information about individuals’ participation in the formal economy through cash -paying employment.
Data Collectors
| Name | Abbreviation | Affiliation |
|---|---|---|
| Vanuatu Education Policy Advocacy Coalition | VEPAC | Civil Society |
Data Processing
Cleaning Operations
The survey results were encoded using the Census & Survey Processing System (CSPro) and the data was analysed using the Statistical Package for the Social Sciences (SPSS). For further explanatory notes on the survey analysis, see Appendix C of the External Resource entitled Vanuatu Rural ShefaProvince Education Experience Survey and Literacy Assessment Report
Data access
Contact
| Name | Affiliation | URI | |
|---|---|---|---|
| Asia South Pacific Association for Basic and Adult Education | ASPBAE | [email protected] | http://www.aspbae.org |
| Vanuatu Education Policy and Advocacy Coalition | VEPAC |
Confidentiality Declaration
Data has been anonymized
Conditions
To be compiled
Citation requirement
"Asia South Pacific Association for Basic and Adult Education, Education Experience Survey and Literacy Assessment 2011 (EESE 2011), Version 01 of the licensed dataset (August 2019)
Disclaimer and copyrights
Disclaimer
The Vanuatu Education Policy Advocacy Coalition and ASPBAE provide you with the data as is, without any warranty or responsibility implied. VEPAC and ASPBAE accepts no responsibility for the results and/or implications of any analysis and/or other actions conducted with this data.
Copyright
ASPBAE, 2019
Contacts
Contact
| Name | Affiliation | URI |
|---|---|---|
| Vanuatu Education Policy Advocacy Coalition | VEPAC | |
| Asia South Pacific Association for Basic and Adult Education | ASPBAE | http://www.aspbae.org |
Metadata production
Document ID
DDI_SPC_VUT_ASPAE_EESE_2011_v01_M
Producers
| Name | Abbreviation | Role |
|---|---|---|
| Pacific Community | SPC | Development of Documentation |
Date of Production
2019-08-16
Document version
Version 01 (August 2019)