Survey Instruments

3.2 Survey Instruments

As with the household survey, the community-facility questionnaires were divided in books (addressed to different respondents) and subdivided into topical modules. Community-level information was collected in six books: book 1, book 2, book PKK, book SAR, book informant, the prices books and book ADAT. Health facility information was collected in books Puskesmas, Private Practice, Posyandu and Posyandu Lancia and Traditional Practitioner. Each level of school was covered in a single book, because the contents were nearly identical: book School. Table 3.4 briefly summarizes the structure and contents of each book, which are described below and in Appendix C in more detail.

3.2.1 Community Questionnaires

Book 1: Community History and Characteristics. This book collected a wide range of information about the community. It was addressed to the head of the community in a group interview. Ideally the group included the village or township leader, one or two of his staff members, and one or two Book 1: Community History and Characteristics. This book collected a wide range of information about the community. It was addressed to the head of the community in a group interview. Ideally the group included the village or township leader, one or two of his staff members, and one or two

Book 2: Community Statistics. This book provided a place to record statistical data about the community. Generally the data were extracted from the community’s Statistical Monograph or from a copy of its PODES questionnaire. In IFLS4, like IFLS3, information on local budgets and revenues were gotten. The village or township leader or their staff showed the interviewers information from the APPK (Kelurahan Budget Management) or APPKD (Village Revenue and Expenditure Budget). If neither source was available, the village head was asked to estimate the answer, which was recorded as an estimate. Separate modules asked the interviewer to make direct observations about community conditions.

Book PKK: Village Women’s Organization. This book was administered to the head of the village women’s group, the PKK. Respondents were asked about the availability of health services and schools in the community; including outreach activities, changes in the community over time, and different dimensions of community welfare.

Book SAR: Service Availability Roster. The Service Availability Roster (SAR) was intended to gather in one place cumulative information across all waves, on all the schools and health facilities available to residents of IFLS communities. It included

• Facilities cumulatively identified in the previous waves, IFLS3- SAR (which included facilities

listed in IFLS1, 2 and 3) • New facilities identified by respondents in IFLS4 household modules PP and AR but not

mentioned in IFLS3-SAR • Any other facilities mentioned by the head of the village/township or the women’s group head in

Modules I and J in IFLS4 Community-Facility Survey books 1 or PKK.

For each facility mentioned, we collect data on the date it opened, if it was still open at the time of the survey and if not, the date of closing. By collecting this information we have a retrospective history on service availability to the community, covering the period of IFLS. The head of the village/township or the women’s group head was asked to estimate the distance, travel time, and travel cost to the facility.

Book Informant: Community Informant. This book collected information from two informants on poverty alleviation programs in the community, perceptions on community infrastructure, local governance and decentralization and community social interactions. Special attention was paid to assessment of the quality of services available to the community and to the quality of local government.

Book ADAT: Traditional law and community customs. This book, re-introduced in IFLS4 after 10 years, was designed to collect detailed information on the community traditions regarding many aspects of life in the community. Many modules were the same as in IFLS2, but some new modules were added. Aspects of life covered ranged from marriage and birth to death and intergenerational transfers, to land and other disputes, to decision making in the community. Comparing the common sections between IFLS2 and 4 one can track changes in local customs over this ten year period that saw such major changes in Indonesia.

3.2.2 Health Facility Questionnaires

Separate books were designed for each health facility stratum: • Book Puskesmas for government health centers and sub-centers

• Book Private Practice for private doctors, clinics, midwives/village midwives, nurses, and

paramedics • Book Posyandu for community health posts • Book Posyandu Lancia for community health posts for the elderly • Book Traditional practice for traditional health practitioners

The contents of books Puskesmas and Private Practice were very similar to those in earlier waves to maximize comparability. Both books were designed to indicate the facility’s functional capacity: adequacy of the laboratory, pharmacy, equipment, staff, the physical environment; and the adequacy of specific services for outpatient care, care for pregnant women, well-baby care, and family planning.

Both Puskesmas and Private practice books collected data on the availability and prices of services, lab tests, and drugs; and on the availability of equipment and supplies. Both allowed the interviewer to record direct observations about the drugs stocks, laboratory, and vaccine storage rooms. A module in both books was concerned with the availability and prices of services for “poor” patients, covered by new health social safety net programs. Special modules in book Puskesmas focused on decentralization, decision making, and finance, repeating baseline modules from IFLS3. Also health vignettes were re- introduced in IFLS4. These set out 4 kinds of health cases, about which the health practitioners were asked a series of questions. The health cases included prenatal care, child care for a child with diarrhea, adult care for someone with upper respiratory problems, and adult health care for someone wanting their blood sugar checked. The answers can be scored against so-called “correct” answers to get at the quality of health practitioners.

The contents of books Posyandu and Posyandu Lancia reflected the different roles these facilities play in providing health services to mothers and children and to old people. They asked about the characteristics of the volunteer staff (including general education and health training) and their frequency of contact with outreach workers from the government health center (puskesmas). In addition to questions about services offered at the posts, there were general questions about health problems in the village. Modules, added in IFLS3, were continued about the posyandu revitalization program and resources.

3.2.3 School Questionnaire

The questionnaires for schools, combines the three levels of schools, elementary, junior high school, and senior high school. In most of the modules, the principal or designee answered questions about the staff, school characteristics, and student population. Questions were asked about scholarship programs; social safety net assistance for schools, like the DBO (Operational Funds Assistance) and Operational and Maintenance Funds; and decision-making at the schools, specifically the level at which decisions are made for specific tasks (school, district school ministry or central government education ministry). Another module, investigating teacher characteristics, was focused on home room teachers and asked about their background, classes and certification, whether they had it or had applied for it. Direct observations by interviewers were collected regarding the quality of the classroom infrastructure. The final modules recorded student expenditures, math and language scores on the UAN tests (the The questionnaires for schools, combines the three levels of schools, elementary, junior high school, and senior high school. In most of the modules, the principal or designee answered questions about the staff, school characteristics, and student population. Questions were asked about scholarship programs; social safety net assistance for schools, like the DBO (Operational Funds Assistance) and Operational and Maintenance Funds; and decision-making at the schools, specifically the level at which decisions are made for specific tasks (school, district school ministry or central government education ministry). Another module, investigating teacher characteristics, was focused on home room teachers and asked about their background, classes and certification, whether they had it or had applied for it. Direct observations by interviewers were collected regarding the quality of the classroom infrastructure. The final modules recorded student expenditures, math and language scores on the UAN tests (the

3.2.4 Mini-CFS questionnaire

This book was new in IFLS3 and continued in IFLS4. It applied to community leaders from villages that were not original IFLS villages, where the IFLS households/members had moved. This book contained a shortened combination of questions of books I and II. It collected basic data of the village’s infrastructure such as total population, main sources of income, number of health facilities by type, and price and wage data. The information collected in this abbreviated book was expanded in IFLS4.

UAN and EBTANAS tests are national achievement tests administered at the end of each school level (e.g., after grade 6, for students completing elementary school). The scores can be used to judge student achievement levels in a school.