Subsidy Reinvestment and Empowerment Programme Maternal and Child Health Initiative Impact Evaluation (SURE-P MCH) 2013, Baseline Survey

Nigeria, 2013

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Reference ID

NGA_2013_SUREPIE-BL_v01_M_v01_A_PUF

DOI

https://doi.org/10.48529/b1b6-3k05

Producer(s)

Pedro Rosa Dias, Marcos Vera-Hernández, Marcus Holmlund

Collection(s)

Development Impact Evaluation (DIME) Impact Evaluation Surveys The Strategic Impact Evaluation Fund (SIEF) Fragility, Conflict and Violence

Metadata

Documentation in PDF DDI/XML JSON

Created on

Dec 12, 2016

Last modified

Dec 12, 2016

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116242

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Section 1.b - Midwives post secondary education Game (group_midwivespostedu1)

Data file: midwife_all_PUF

Overview

Valid: 0

Invalid: 1285

Type: Discrete

Decimal: 0

Start: 401

End: 401

Width: 1

Range: -

Format: Numeric

Questions and instructions

Question pretext

Now, we are going to talk about post-secondary education degrees that prospective students often consider choosing after completing secondary school

Literal question

On the table are labels describing courses you could have considered doing when you completed secondary school. I would like you to convey how important these courses were to you at the time . I will now give you 20 beans. The more beans you put on top of each label, the more important that course was to you. You can leave labels without beans, you can put all the beans on one label, or you can distribute them as you wish.

Categories

Value	Category
Sysmiss

Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.

Interviewer instructions

Please take time to explain this to the respondent. ENUMERATOR, LAY THE LABELS ON A FLAT SURFACE (EACH BEARING THE NAME OF A POST-SECONDARY EDUCATION DEGREE) AND GIVE THE 20 BEANS TO THE MIDWIFE. Labels should be positioned in random sequence and in a circular fashion, as shown in the MANUAL

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