The following is extracted from the WeD Income and Expenditure (I&E) survey toolbox which can be found at http://www.welldev.org.uk/research/methods-toobox/com-prof-toolbox.htm Attributed to: Julie Newton January 2006

1. What is the community profile

The community profile is a detailed community study that has been carried out in each

of the research communities using a range of participatory techniques including key

informant interviews, observation, and secondary data. The community profiles are a

systematic description of the context within which the people and processes being

studied by WeD are located. They were an important stage in defining subsequent

fieldwork phases. The community profiles are also ‘living documents’ that are constantly

being updated and modified with additional data as the field work proceeds.

2. Conceptual rationale for community profile

The Community Profile is mainly informed by one of WeD’s theoretical foundations: the

Resource Profiles Approach.

The resource profile approach, developed in parallel to the livelihoods framework, uses

the concept of resources rather than ‘capitals’. It distinguishes between five types of

resources (material, human, social, cultural and natural). In particular, it seeks detailed

information on the social and cultural resources that influence well-being outcomes.

This provides a much richer notion of resources that recognises how they are defined in

their social and cultural context. The community profiles provide information on access

within the community to a wide range of resources. They also provide some indication

of the prioritisation of resources that may influence how they are used.

3. How community profiles contribute to WeD research

The community profile serves the following purposes for the WeD research:

1. Provide a detailed and systematic ethnographic description of the community context

within which the people and processes to be studied are immediately located. This

maps the social, economic, cultural and political characteristics of the community and

the distribution of resources between households within the community that is directly

UK Data Archive Study Number 6082 - Wellbeing in Developing Countries: Community Profiles, 2003-2006

comparable with other communities within the country and broadly across the four

countries.

2. Provide necessary background information for further detailed research within the

programme (e.g. establish local terms to be used in RANQ, and frame questions for

Quality of Life work). It also provides opportunities to identify sub samples of individuals

and households for more detailed qualitative research.

3. Assist with building rapport between the villagers and the research teams and other

involved agents.

4. Description

The community profiles did not follow a consistent format, and therefore vary across the

four countries. However, they all include details on the following:

Physical description of the community (locating the site in space)

Historical background and key events (locating the site in time)

People (population and demographics), languages, religion, social settlement

Material resources (occupation, market, infrastructure, provision of government and non

government services)

Natural resources and land use (water, livestock, forest, wildlife, crops)

Human resources and processes (education, migration, health)

Socio political resources (social and political groups, local institutions, social

stratification)

Cultural resources (traditions and beliefs, religious and non religious events)

5. How the community profile was developed

In keeping with WeD’s ethos of methodological experimentation, a key priority in

compiling community profiles was to ensure each country team sufficient flexibility.

As long as it fulfilled certain criteria (described above), each of the country teams was

able to use their expertise in a range of methods (key informant interviews, participant

observation, focus groups, participatory methods and secondary data) to produce the

required description.

This also permitted additional data gathered from the remainder of the ongoing

fieldwork to be incorporated into existing community profiles, thus making them ‘living

documents’. For this reason, there was no strict grounding and piloting phase.

6. How the community profile was implemented

Each community profile was compiled and written by members of the country teams

with a detailed working knowledge of each community. The range of methods used to

compile the community profiles are administered in the local language by a team of

researchers selected by the country teams. As is the case of all the research tools used

throughout WeD, the researchers underwent intensive training using the individual

country guidelines.

Throughout, care was taken to ensure that all key groups were represented covering

different socio economic status, ethnicity, gender, age and religion. Findings are

recorded in the local language; translation of these into English is ongoing. The

implementation of the community profiles consequently involves an ongoing process of

updating existing/previous community profiles.

Each of the four country teams used a different approach to the community profiles

summarised below.

Bangladesh

The Bangladesh team has from the outset conceived of the community profile as a

‘living document’ that progresses as the research programme advances. For the initial

reports, the teams used a mix of participatory assessment methods including:

Transect walks

Community social map

Community resource map

Wealth ranking

Wellbeing analysis

Survey/short census

Focus groups

Group discussion

Time line/ time trends

Daily activity chart

Decision making matrix

Seasonal calendar

Institutional (Venn) diagram

Semi structured interviews

Mobility map

Occupational ranking

It was found that these methods enabled the teams to involve a greater number of

people from the sites where the research is being carried out. While this improved the

quality and quantity of data, it also helped familiarise individuals and communities with

the research. The second phase in building up the community profiles will involve

adding site-specific information found in the Resources and Needs Questionnaire, the

Quality of Life instrument and the in-depth, process-orientated research initiatives that

are being carried out using a combination of quantitative and qualitative methods.

These second phase profiles are currently being drafted and will be available shortly.

Finally, it is anticipated that in a third iteration the team will use secondary sources to

better locate each site in the wider political-economy context of Bangladesh. Research

into Structures will contribute to this third phase.

Ethiopia

The first drafts of the rural Ethiopian community profiles are based on the Well-being

and Illbeing Dynamics in Ethiopia (WIDE 1) research that took place in 1995 in 15

villages selected to represent the diversity of livelihoods across Ethiopia. Four of these

villages are participating in the WeD research. WIDE 1 comprised a set of “Ethiopian

Village Studies” edited and produced jointly by the Department of Sociology, Addis

Ababa University, Ethiopia and the Centre for the Study of African Economies, Oxford,

UK and financed by the UK Overseas Development Administration. The fifteen villages

have also been taking part in the IFPRI/CSAE Ethiopian Rural Household Survey

(ERHS), which to date has collected six rounds of panel data (1994 – 2004). The first

drafts of the urban profiles will be available shortly.

The community profiles for the WeD sites are currently being updated using semi-

structured protocol-guided research (WIDE 2) carried out in 2003 by WeD researchers

in the 15 WIDE 1 villages and in five additional sites. The wider coverage enables the

Ethiopia WeD programme to situate the six sites selected for in-depth study in space

and time, covering much of the country’s diversity and recent history. The WIDE 2

protocols gather data on people and society; social structures and dynamics; site

history; policy regime interfaces; crises and local responses; men’s conceptions and

responses to drought and famine; women’s conceptions and responses to child

malnutrition, illness and death; HIV/AIDS and conflict; grounding WeD-related concepts;

changes in well-being and inequality; revisiting people and society. These were carried

out by a male researcher (talking to men) and a female researcher (talking to women)

using the same protocol adapted to the gender of the respondent. For more detail on

the protocols, see http://www.wed-ethiopia.org/wide_module_summary.htm

Peru

The Peruvian community profiles were initially based on secondary data. These have

now been updated with ethnographic methods, participant observation and in-depth

interviews carried out by researchers at the beginning of the research period.

It was regarded as an intrinsic component for building trust that was essential for the

more qualitative research investigating the subjective and cognitive aspects of

community life using the ECB ‘Entrevista a profundidad sobre Compenents del

instrument'. In addition, the Peruvian team have recently included complementary data

from the process research undertaken at the community level using a variety of

instruments such as: seasonal calendars, inventory of social organisation and collective

action, case studies of social organisation and conflict, and participant observation of

festivities.

Details on the history of the site together with the cultural meaning of exchange and

reciprocity of goods and services, religious spheres (traditional and modern), loyalties,

trust, collective action, community identity and significance of individual and social

exclusion have also been included together with more descriptive information on the

sites using secondary data.

Thailand

The Thai community profiles provide a comprehensive account of the physical, cultural,

economic and socio political dimensions constituting individual and community

wellbeing. The approach to gathering this information differed amongst the two teams.

The team in the North East based at Khon Kaen University relied primarily on a

selection of ethnographic and participatory methods similar to the Bangladesh team.

These included focus groups, semi structured interviews, transect walks, seasonal

calendars, time lines, flow diagrams of resources, participatory physical mapping,

participatory social mapping, wealth ranking and matrix ranking for the use of various

crops. The team in the South based at the Prince of Songkla University, Hat Yai used a

similar strategy of key informant interviews, informal interviews with a range of

informants, small group discussions, participatory mapping, and participant observation

(particularly focused around special events).

A second phase community profile is currently being undertaken for each of the

communities in the North East and the South incorporating data from Phase 1 QoL and

from RANQ, covering the following areas: Household characteristics, social and cultural

characteristics, housing, assets and wealth, land use, agriculture, and natural

resources, livelihoods and occupations. It will also be augmented with a brief analysis of

the possible explanations of emerging patterns drawing on the insights of fieldworkers.

7. How the community profiles can be analysed

The community profiles provide:

a) Detailed qualitative and quantitative material on each site including rich ethnographic

material.

b) Considerable information that can be compared across sites within the same country

c) Some, but less comparable information across the four countries

The community profiles provide a useful starting point for highlighting ‘traces’ of what

dynamics might be at play, suggesting areas for further investigation. Because the

community profiles only establish basic parameters of resource distribution, need

satisfaction and some subjective views and opinions within the researched

communities, more in depth analysis would be needed to explore the intricacies of

power relations that underpin poverty within the community. For example, they do not

give information on access of all individuals to services and infrastructure within the

communities. This detail is being covered by other methods used by the research team

such as the RANQ and the process research.

8. Links to other WeD research tools

The community profiles play an important role in situating the households and

individuals explored in RANQ within the context of the overall community. The

household survey work will not capture much of the wider community level information,

thus making the community profile an essential complement to the RANQ. They provide

an important link to the structures work by providing some explanation for where the

community is situated in relation to the wider regional and national context. Similarly,

they serve to highlight potential areas of investigation for subsequent QoL work in

relation to people’s perceptions of wellbeing.

File Details Description of Contents Achingaon Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Aloknagar Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Baniknagar Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Bichitropur Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Shantipur Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Telkupigaon Community Profile.doc Cases: 1

Profile of the one of researched communities in Bangladesh

Dinki Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Kolfe Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Korodegaga Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Shashemene Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Turufe Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Yetmen Community Profile.doc Cases: 1

Profile of the one of researched communities in Ethiopia

Peru Community Profile.doc Cases: 7

Document containing profiles of 7 researched communities in Peru

Ban Dong Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

Ban Lao Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

Ban Tha Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

Nai Muang Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

Ban Chai Khao Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

Ban Thung Community Profile.doc Profile of the one of researched communities in

Cases: 1

Thailand

Klai Talad Community Profile.doc Cases: 1

Profile of the one of researched communities in Thailand

WeD Bangladesh Research and Confidentiality The question of confidentiality in our research was addressed at two key moments. First before the research took place, the WeD team had a series of meetings with residents of the research sites. This was to explain the overall nature of our research work. During the meetings, it was stressed that

• all data collected would be anonymised • the names of the sites would be anonymised • data would be managed, stored and used for analysis in a proper and

professional manner Second, before specific moments (interviews, group discussions etc) researchers were asked to make sure participants

• were made aware of the overall research purpose • understood that their names would be anonymised and that information would

only be used for research purposes • realised they were free not to take part in the research or to end their

participation if they so desired. The below statement was translated and used in the resources and needs questionnaire applied in Bangladesh: Statement of confidentiality: This questionnaire is part of a wider project on the well-being of people in different parts of the world. All information gathered is confidential and will be used only for research. The identity of the respondents or households will not be revealed to anyone. Nobody will be able to identify you or use the information against you. To the interviewer: The above statement of confidentiality was read to the respondent and the respondent has agreed to participate in the interview. Please tick the box.

Message to informants

From the Ethiopia WeD Research Team This research is part of a five year research programme which is being conducted in four countries: Ethiopia, Bangladesh, Peru and Thailand. It is paid for by the British people, many of whom are worried about the state of the world, specially the problems faced by people in poor countries. The British research funders believe that the lives, achievements, and problems of the people and country of Ethiopia are not well understood in the rest of the world, and that this research, whose conclusions will be published in a number of books and disseminated through other media, will help to put that right. The Ethiopia research team is also interested in helping people in the Ethiopian government, in NGOs and the donor community to get a better understanding of the achievements and problems of people in communities like yours, so that they can use their funds to respond more effectively to the needs of the people. We are also interested in helping the community itself to understand and focus on its achievements and problems. Your answers to our questions will help us in both endeavours. No-one will be able to identify you when reading our books or policy briefs. Dr Alula Pankhurst, University of Addis Ababa, and research team. Dr Philippa Bevan, University of Bath, UK.

WeD Peru Research and Confidentiality The below statement was translated and used in the resources and needs questionnaire applied in Peru: Statement of confidentiality: This questionnaire is part of a wider project on the well-being of people in different parts of the world. All information gathered is confidential and will be used only for research. The identity of the respondents or households will not be revealed to anyone. Nobody will be able to identify you or use the information against you. To the interviewer: The above statement of confidentiality was read to the respondent and the respondent has agreed to participate in the interview. Please tick the box.

Thailand Confidentiality Statement Remarks This interview is conducted as a part of The Wellbeing in Developing Countries’ research (WeD). Any information from the interview will remain confidential. WeD will use this information only for research purposes. Hence the interviewee will not be identified or be affected by the interview.

For Interviewer Please read the above remarks to the interviewee in order to assure their confidence and to create more corporative participation. If he/she agrees to give an interview, please mark in

WeD community profiles – summary of headings used in each country

Heading & Sub-headings Bangladesh Ethiopia Peru Thailand PHYSICAL DESCRIPTION OF COMMUNITY X X X X

Location X X X X Geography (topography, climate, soil, hydrology, etc) X X

Main outputs / products X Infrastructure X X X X

PEOPLE & PLACE X X X X Population X X X X

Religion X X X X Languages X X

Pattern & number of households X X Social settlement & mapping X X X

HISTORICAL BACKGROUND X X X X Economic changes X X X

Cultural changes X X X Political changes X X X Natural changes X X

MATERIAL RESOURCES X X Occupation & employment X X X X

Employment & income across occupations X X X Savings & credit X X

Community income & expenditure X Major assets in the community X X

Market X X X X Government & non-government services X X X

NATURAL RESOURCES X X X X Land X X X X

Water X X X Livestock X X X

Crops / Plantation / Forest/Wildlife X X X X Common resources X X X

Natural variability X X X HUMAN RESOURCES X X X X

Education X X X X Main value attached to education X X

Health X X X X Skills / Training X X

Migration X X X X PHYSICAL / INFRASTRUCTURE RESOURCES X X X X

Transport & communication X X Institutions X X X X

Markets X X X X SOCIO-POLITICAL RESOURCES X X X X

Social & political groupings X X X Conflict & co-operation X X X

Organisations X X X Leadership X X

Election X X Government Services X X X

CULTURAL RESOURCES X X X X Religious events / ceremonies X X

Non-religious events / ceremonies X X Community access and participation X X Religious figures and sacred places X

Life cycle events (incl. Marriage) X X X X Honorific titles X

Status X X STATUS OF WOMEN X X X

Marriage X X Public life status X

Work in public places X SOCIAL ORDER X X

Threats and strengths X Safety and insecurity status X

PERCEPTION OF WELL-BEING X Equality / Inequality X

Material sense of wellbeing X Political sense of wellbeing X

Socio-cultural sense of wellbeing X Psychological sense of wellbeing X

ADDITIONAL INFORMATION X X X X Glossary of unusual words and acronyms X X X

Hand-drawn map X X Published accurate map X

Photographs X Graphical information (bar charts, graphs, pie charts,

etc) X X X Timetables X X

Tables or lists X X X

Summary of headings in Bangladesh’s Community Profiles Chandair, Manikgonj

Farirchar, Manikgonj

Saidpur Dakshin Ranipur

PHYSICAL PHYSICAL PHYSICAL PHYSICAL Location Location Location Location Infrastructure Infrastructure Infrastructure Infrastructure PEOPLE & PLACE PEOPLE & PLACE People People Population Population Religion Religion Pattern & Number of Households

Pattern & Number of Households

Social settlement and mapping

Social settlement and mapping

Condition of residences

HISTORICAL BACKGROUND

HISTORICAL BACKGROUND

HISTORY HISTORY

Economic Changes Economic Changes Social Changes Social Changes Cultural Changes Cultural Changes Political Changes Political Changes Natural changes Natural changes MATERIAL RESOURCES

MATERIAL RESOURCES

MATERIAL RESOURCES

MATERIAL RESOURCES

Occupation & Employment

Occupation & Employment

Occupation & Employment

Occupation & Employment

Expected Income Expected Income Employment and Income across occupations

Employment and Income across occupations

Savings & Credit Savings & Credit Agriculture Agriculture Community Income & Expenditure

Community Income & Expenditure

Market Market

Welfare / Services Welfare / Services Major assets in the community

Major assets in the community

Savings and Credit Savings and Credit Community

Income and Expenditure

Community Income and Expenditure

Government and non-government services

NATURAL RESOURCES

NATURAL RESOURCES

NATURAL RESOURCES

NATURAL RESOURCES

Land Land Common Resource

Common Resource

Water Water Natural Vulnerability

Natural Vulnerability

X:\wed\Community Profiles\Bangladesh\Headings in Bangladesh.doc 06/09/2004 12:41

Livestock Plantation Forest Common resources Common resources Natural variability Natural variability HUMAN RESOURCES

HUMAN RESOURCES

HUMAN RESOURCES

HUMAN RESOURCES

Education Education Health Health Main value attached to education

Main value attached to education

Education Education

Health Health Skills Skills PHYSICAL RESOURCES

PHYSICAL RESOURCES

Transport & Communication

Transport & Communication

Institutions Institutions Market Purchases & Sales at market

Female participation in markets

SOCIO-POLITICAL RESOURCES

SOCIO-POLITICAL RESOURCES

SOCIAL & POLITICAL RESOURCES

SOCIAL & POLITICAL RESOURCES

Social & Political groupings

Social & Political groupings

Social groupings Social groupings

Conflict & Co-operation

Organisations Organisations

Leadership Leadership Election Election Government

Services Safety Net Programmes

CULTURAL RESOURCES

CULTURAL RESOURCES

CULTURAL RESOURCES

CULTURAL RESOURCES

Religious events and community participation

Religious events and community participation

Cultural Identity Religion

Access/ Participation

Religious Ceremonies

Major Religious events

Non-religious events and community participation

Life cycle events Life cycle events

Religious figures and sacred places

Religious figures and sacred places

Major religious figures and sacred places

Major religious figures and sacred places

Life cycle events Life cycle events Major non-religious events

Non-religious events

Honorific titles Honorific titles Honorific titles Honorific titles Status Status

Women status Women status Government and

Private services STATUS OF WOMEN

STATUS OF WOMEN

ISSUES TO CONSIDER

ISSUES TO CONSIDER

Marriage Marriage Marriage Marriage Public life status Public life status Social Order Migration Work in public places

Social Order

MIGRATION MIGRATION Sharecropping History of migration History of migration Types and prevalence

Types and prevalence

Remittance SOCIAL ORDER IN THE COMMUNITY

SOCIAL ORDER IN THE COMMUNITY

Threats and strengths

Threats and strengths

Safety and Insecurity Status

Safety and Insecurity Status

Incidents of violence and their resolution

Incidents of violence and their resolution

PERCEPTION OF WELL BEING

PERCEPTION OF WELL BEING

EQUALITY-INEQUALITY

EQUALITY-INEQUALITY

Equality-Inequality

Equality-Inequality

MATERIAL SENSE OF WELL BEING

MATERIAL SENSE OF WELL BEING

Material sense of well being

Material sense of well being

Rich and poor people in the village – defining factors

POLITICAL SENSE OF WELL BEING

POLITICAL SENSE OF WELL BEING

Political sense of well being

Political sense of well being

Power Power SOCIO-CULTURAL SENSE OF WELL BEING

SOCIO-CULTURAL SENSE OF WELL BEING

Socio-cultural sense of well being

Socio-cultural sense of well being

PSYCHOLOGICAL SENSE OF WELL BEING

PSYCHOLOGICAL SENSE OF WELL BEING

Community’s sense of happiness

Community’s sense of happiness

[glossary] [glossary] [sketch map] [sketch map] [proper map] [proper map] [photos] [photos] Pie charts Pie charts Bar Charts Bar Charts

Tables Tables Lists Lists

List of headings in Ethiopia’s Community Profiles NB. This information came from the 1996 Ethiopian Village Studies website (see http://www.csae.ox.ac.uk/evstudies/main.html ). 1. Locating the Site in Time and Space Geography and Population Climate Production Infrastructure Social Structure History 2. Seasonal Activities and Events 3. The Farm Economy Crops Livestock Land Labour Interlinkages Technology Innovations Common Property Resources Environment 4. Off-farm Income Activities Within the Community Occupational Structure Migration 5. Reproductive Activity Household Management Fuel and Lighting Water Sanitation Fertility Childbirth and childcare Socialization Education Training Health 6. Consumption Food and Other Day-to-Day Goods Saving and Investing Housing Household Assets Local Services

7. Local Institutions and Organizations Households Marriage Divorce Inheritance Kinship Lineages Clans Age Grading, Life Cycle Changes and Rites of Passage Friendship Friendship Contracts Citizenship Markets Credit and Social Security Community Decision-making Local Organizations Redistributive Mechanisms 8. Beliefs and Values Land Religion Explanations of Misfortune and Illness Community Values Political Beliefs and Attitudes 9. The Community Community organization Politics Social Conflict Poverty and Wealth Social Mobility Status Social Stratification Dissent 10. Relationships with Other Communities and the Wider Society Clans and Tribes Villages and Regions Relationships with Wider Ethiopia Effects of Government Policies Government Activities in the Community NGO and Community Activities in the Community The Future Bibliography Glossary Acronyms Calendars

Draft on 27th October 2003 Community Profile Guideline

Community Dynamics and Understanding of well being and Ill being

Bangladesh

Content 1. Introduction 2. Modules for the community profile 3. Guideline for using the tools/methods 4. Plan of action

2

Section A Introduction

This document contains three section excluding introduction. The second section describes the eight modules to capture the dynamics and understanding well being and ill-being of the community. It covers the area of research concern, protocols and methods. The methods have been chosen in order to gather community level information, which are relatively easy to implement and produce reliable information. Not all but these are mainly PRA tools. We have proposed a number of tools either as alternative or a combination, which is required to generate necessary information. The third section covers the guideline that tales how the methods to be used. The fourth section contains the plan of action for the Bangladesh team.

3

Section B Modules for Community Profile

Summery sheet

Module Protocol Module: 1 Resource, History and People: an overview

1.1 Resource 1.1.1 Infrastructure 1.1.2 Communications 1.1.3 Education 1.1.4 Institutions (formal and informal) 1.1.5 Community economy (e.g. major productive assets, and use along with formal and informal credit operations) 1.1.6 Common resources 1.1.7 Natural resources 1.1.8 Uses of modern technology 1.1.9 Drinking/safe water & sanitation 1.1.10 Health 1.2 History 1.2.1 Social change 1.2.2 Cultural change 1.2.3 Economic change 1.2.4 Political change 1.2.5 Natural change 1.3 Demographic composition of the community 1.3.1 Population 1.3.2 Religion 1.3.3 Ethnicity 1.3.4 Women's status

Module 2: Community Economy

2.1 Occupation 2.2 Assets (including farm and non-farm) 2.3 Income 2.4 Savings 2.5 Investment 2.6 Expenditure

Module 3 Social structure and dynamics

3.1 Social groupings 3.2 notion of assets and their symbolic using pattern 3.3 Education status 3.4 Local organizations (samaj, panchayet, zamaat etc.) 3.5 Household types 3.6 Marriage 3.7 Dowry 3.8 Polygamy 3.9 Divorce 3.10 Kin, neighbour 3.11 political parties 3.12 religious leader 3.13 Chairman, member, pradayn and other local government representatives and other leaders 3.14 political family

Module 4 Cultural interactions

4.1 Community interactions and exchange 4.2 Gender and ethnic divisions of labour

4

4.3Local organisations and people's involvement (samaj, panchayet, zamaat etc.) 4.4 Religious beliefs and practices 4.5 Identity; e.g. ethnicity, caste, gender, professional group

Module 5 Crisis and response

5.1 Natural hazards 5.2 Economic hazards 5.3 Social hazards 5.4 Political hazards

Module 6 Legal and Customary Rights

6.1 Different forms/kinds of rights like International human rights, Constitutional/Statutory rights Customary rights 6.2 Actors and stakeholders involve in operationalising/ practicing right 6.3 Rights in practice

Module 7 Migration and remittance

7.1 Types of migration 7.2 Use of networks 7.3 Reasons 7.4 Nature of remittance 7.5 Consequences 7.6 Impact

Module 8 People's perception about well being and ill being

8.1 Ownership of material assets 8.2 physical health 8.3 mental health 8.4 mental peace and happiness 8.5 income and money 8.6 presence of husband/wife/children 8.7 social relations 8.8 social security/stability

5

Module: 1 Resource, History and People-an overview

Area of concern

Protocol Issues/elements Methods (it can be used

several tools for a protocol)

1.1 Resource 1.1.1 Infrastructure Road, bridge, embankment,

dam, culvert, building/establishment including commercial/industrial units

1.1.2 Communications Means of interactions with distance people/external connection like television, telephone, or/and other satellite equipment

Types of resources available in the community

1.1.3 Education Literacy rate and level of education (primary to SSC etc.) Number and status of different educational institutions

1.1.4 Institutions Different types of institution both formal and informal (e.g. state services, NGOs programme, local i.e. kinship, local government etc.) in which the community has access or not and, why; level of satisfaction with the access/service/ involvement

1.1.5 Community economy (e.g. major productive assets, and use along with formal and informal credit operations, occupational pattern)

Type of assets (e.g. land and agriculture equipment, livestock, water bodies, different non-farm assets i.e. ownership on vehicles, shops, etc., using pattern and returns from these assets for a particular period of time, market values of the assets; level of satisfaction; different type of financial institutions (formal and informal) operate credit to the community people, and their roles in the community economy

1.1.6 Common resources

Different type of common resources they have, time/seasonal relation to the communal access, level and satisfaction of users (sharing, dispute, conflict and alliances)

• Transact Walk-TW (by research team)

• Village Resource

map-VRM with well- informed males and female

• Group

Discussion-DS with well- informed males, Mixed Group considering age, sex

• Focus Group Discussion-FGD with male and F separately

• Institutional Venn

Diagram with Male and female group separately

• Village Social

Mapping-VSM with Male and female group separately

• Seasonal

Calendar-SC with mixed group or with M-F separately

• Decision Making

Matrix-DMM with well informed male group or with M-F l

6

1.1.7 Natural resources Different type of natural resources including water bodies, forest, hill etc., community's access to the resources management and in what extent, level of satisfaction for the uses of natural resources-both customary and legal.

1.1.8 Uses of modern technology

Identification the 'modern' technology the community uses, field of uses, intra-community behaviour shaped /generated due to the introduction of the technologies, and relation regarding tech. uses; impact (material and non-material, and solidarity, trust, conflict etc.) i.e. gain or loss

1.1.9 Drinking/safe water & sanitation

sources of drinking water and variety of uses, social and financial aspects of using drinking water; types of sanitary uses/sanitation, impact of sanitary conditions, community attitudes towards 'hygienic health'/ hygiene

1.1.10 Health The common disease they have to face, different ways to get treatment, different types of medical facilities for treatment

F separately

1.2 History Significant incidents have been happened that people can remember

1.2.1 Social changes

Significant incidents have taken place over decades include; How people understand 'social changes'; major events (over 50 years) regarding social changes, perceptions towards the changes, consequences (i.e. differentiation) of the changes in different groups

1.2.2 Cultural change How they perceive the 'cultural changes (i.e. breaking down the purdah for Muslim women) '; major events (over 50 years) regarding cultural changes, perceptions towards the changes, consequences (i.e. harmony/tension) of the changes in different cultural and aged groups

• Time Trends-TT With old aged group both M-F

• Seasonal

Calendar-SC With mixed group both M-F

• Matrix Scoring-

MS With mixed group or separately with M-F group

• Group

Discussion-GD With mixed

7

1.2.3 Economic change Major events of economic changes (over 50 years), importance/reasons/necessity of the changes, perceptions towards the changes, consequences and impact(discrimination, tension, violence etc.) of the changes in different class-groups, 'external' (i.e. national level policy) and 'internal' (local production relations) factors of changes

1.2.4 Political change Level of awareness regarding political matters, What changes (over 100 years) they have been noticed so far, reactions/perceptions towards the changes, background/reasons behind the changes, national-local relations, impact/consequences (i.e. violence, tension,) of the changes, can they being isolated from the political arena?

1.2.5 Natural change Scenario of the nature in the past (50 years back), and the changes (i.e. salinity in water), reasons (local knowledge and experiences i.e. flood, cyclone etc.) for the changes, consequences of the changes (impact on livelihoods, adjustment and conflict with the changes)

group or separately with M-F group

• Focus Group Discussion-FGD with specific groups based on issues

• 1.3.1 Population • Size, sex ratio, age composition, trend of growth per 10 years, 'factors' behind the growth rate, and child rate mortality

• 1.3 Demographic composition of community

• 1.3.2 Religion • Population size of different religious groups, intra and inter relationships

• 1.3.3 Ethnicity • Population size of different ethnic groups, intra and inter relationships

• Transect Walk-TW by research team

• Short Census SC

with well informed group

• Village Social

Mapping-VSM by both M-F

8

• 1.3.5 Women's status • Condition and position in private space e.g. in decision making, resource allocation (e.g. education, health, food), working status in public space e.g. work division, wage discrimination, making balance in triple role, participation in community activities e.g. salish, meeting, NGO involvement

group • Group

Discussion-GD With mixed group or separately with M-F group • Focus Group

Discussion -FGD with specific groups based on issues

• Semi structured interview with some key informants

• Matrix scoring With mixed group or separately with M-F group

• Daily Activity

Chart With separately with M-F group

9

Module 2: Community Economy Objectives: To understand the different economic aspects of community

Area of concern Protocols Issues/Elements Methods • 2.1 Occupation

• Types, diversification, availability, satisfaction, wage, gender division of work

• 2.2 material

and natural assets

• Land, livestock, water body, hill, forest, market place

• 2.3 Comparative income and income opportunity

• Average income (monthly) by individual group (e.g. different professions), types, major sources, risk and insecurity

• 2.4 Comparative savings

• Types, when, uses, consequences, impact

• Dynamics of the community economy

• 2.5 Investment

• Types, returns and outcomes, risk and risk management

• • 2.6 Expenditure

• Types, areas of expenditure

• Occupational Ranking-OR With mixed group

• Group Discussion-

GD With mixed group considering age, sex or separately with M-F group

• Focus Group

Discussion-FGD • with different

occupational group or with different social groups

• Mobility Mapping-

MM With mixed group considering age, sex and separately with M-F group

• Transect Walk-TW

by research team • Village Resource

Mapping-VRM by well- informed male and female

• Seasonal Calendar-

SC With mixed group

• Semi Structured

Interviewing-SSI with some key informants

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Module 3 Social structure and dynamics Objective: To understand the social structure and its elements with their relations Area of concern Protocol Issues/elements Methods

3.1 Social groupings different social groups, castes, descent, clans etc., their main customs including religious identity, the familiar trend they like to be introduced with others

3.2 notion of assets and their symbolic uses

Both economic and non-economic 'factor(s)' e.g. land holding, religion, gender, caste etc.

3.3 Education status

The level of education its relations with social status

Construction of social status and its maintenance

3.4 Local organizations (samaj, panchayet, zamaat etc.)

Different types of social organizations and their influence, interactions on/with the community

• Well being grouping and Analysis-WBA With mixed group considering age, sex or separately with M-F group

• Village Social

Mapping-VSM With mixed group considering age, sex or separately with M-F group

• Group

Discussion-GD With mixed group considering age, sex or separately with M-F group

• Focus Group

Discussion-FGD with different social group

Changing family pattern and marriage

3.5 Household types

Types (nuclear, extended, joint), intra and inter relationship (Alliance, coalition and conflict)

3.6 Marriage

Marital (conjugal) status, family role, position in HH, awareness about law, interpretation of different aspects of marriage by local elite and religious persons (e.g. dowry, polygamy, divorce, maintenance, age of marriage)

• Group Discussion-GD With mixed group considering age, sex and separately with M-F group

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3.7 Dowry

Changes over years in the particular community, the 'assets' usually used for dowry/types of dowry, consequences (gainer and loser, affect on relations), use of dowry, people's perception regarding dowry, awareness about legal options and religious option (e.g. denmohr for bride), state level administrative role and action regarding dowry practice

3.8 Polygamy

Polygamy practice, dominant/ratio in different group, reason, people's view about polygamy, awareness about the legal and religious option, legal practice, Relationship among wives and with husband, consequence on wife/wives, children, family from different aspects.

3.9 Divorce

divorce practice, dominant in different group, main reasons, people's perception, awareness about the legal option, consequence and affect in community, changes in divorced women's personal, family and community

• Focus Group

Discussion-FGD with both M-F

• Mobility

Mapping-MM with female group

• Semi Structured

Interviewing-SSI with some key informants

3.10 Kin, neighbour

Types/nature of networks with different kin and neighbours, reasons and necessity of the connections, when (always or in a particular circumstances), impact/consequences (positive/negative).

3.11 political parties Political actors in the community, people's interest for them, reasons for connection and their choices, benefits and constraints, status of political party worker

3.12 religious leader Religious actors in the community, their contributions for the community people, reasons for connections (both spiritual and non-spiritual causes), and their choices, changing pattern of relations, age and gender dimensions, perceptions towards religion based political activities.

Explore the connections/relations among different power groups

3.13 Community leader (formal and informal i.e. Chairman, member, pradayn, matbar etc.)

Type and terminology of leaders, How they become leaders, their roles/activities, their influence over the community, peoples experiences with their leaders (positive/negative), why and how they keep relations with the leaders

• Institutional (venn) diagramming and mapping by well informed male group and also by M-F group separately

• Focus group

discussion-FGD with specific group based on issue

• Decision Making Matrix-DMM by well informed male group and also by M-F group separately

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3.14 political family Identification the 'political family' in the community; their power, positions and roles, why and how people make relations with them, impact of this type of family

Module 4 Dynamics of culture and its importance Objective: To understand the cultural traits as well as practices in the community and its importance

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Area of concern Protocols issues/elements Methods 4.1 Community economy and exchange

Different customary exchanges of goods and services (i.e. religious practices to donate/exchange) that lead the community to interact; customary production relations and wages pattern in the local labour market; customary/local management of natural resources as part of economy;

4.2 Gender and ethnic divisions of labour

particular cultural constructions for gender and ethnic divisions of work, level of rigidity, trend of breaking the rigidity and the changing scenario

4.3 Local organisations and people's involvement (samaj, panchayet, zamaat etc.)

• Type of organizations/institutions related to cultural practices, their roles for individual group of people, how and why people find importance to be involved with the org.

4.4 Religious beliefs and practices

• A range of beliefs and practices take place in the community, intra and inter-religion groups relations, how people perceive their well being and ill being behind religions

How Culture matters to the community

4.5 Ethnicity • Indigenous beliefs and practices; relation with the 'mainstream' (national) culture and people

• Institutional (venn) diagramming and mapping by well informed male group and also by M-F group separately

• Group Discussion-GD with mix

group considering age, sex, ethnicity • Focus Group Discussion-FGD with

specific group based on issue • Semi Structured Interviewing-SSI

with some key informants • Mobility mapping MM by different

group

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Module 5 Crisis and response Objective: To explore the community responses to different type of hazards Area of concern Protocols Issues/elements Methods

Natural hazards Types (e.g. draught, flood, cyclone, heavy rainfall) way of responses, support from community, government, NGO, local organizations, constraints faced, effect on individual, HH and community life as a whole

types (e.g. non-production of crop, employment problem, …) and effect in relation with other shocks like natural, social, economic as well, way of responses in any crisis, support from community, government, NGO, local organizations, effect on individual, HH and community life as a whole

Social hazards types (e.g. conflict due to property, religion, ethnicity), shocks from marriage related issues, and effect in relation with other shocks as well, way of responses in any crisis, support from community, government, NGO, local organizations, effect on individual, HH and community life as a whole

Different type of hazards and people's response

Political hazards Types (e.g. election impact, power conflict, conflict for sharing benefit among parties or workers) and effect in relation with other shocks like natural, social, economic as well, way of responses in any crisis, support from community, government, NGO, local organizations, effects on individual, HH and community life as a whole

• Seasonal Calendar-SC by well informed group

• Institutional (venn)

Diagramming and Mapping-IDM by well informed male group and also by M-F group separately

• Semi Structured

Interviewing-SSI with some key informants

• Group Discussion-GD with mix group considering age, sex, ethnicity, religion

• Focus Group

Discussion-FGD with specific group based on issue

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Module 6 Formal and informal Rights Objective: To explore the different types of formal and informal rights in focusing their awareness, and degree of access to the rights in relation to roles of different stakeholders. Area of concern

Protocols Issues/elements Methods

6.1People's awareness about different forms/kinds of rights like International human rights, Constitutional/Statutory rights, Customary rights

People's awareness and view about civil, political, economic, social, cultural, legal, kinship and resource based rights

6.2 Actors and stakeholders involvement in operationalising and practicing right

• legislators, politicians, elite, court, bureaucrats, kinship group, media, advocacy group's role and influence regarding practicing rights

Perception about and practice of Rights on the community

6.3 Rights in practice • appropriateness with the local community context (e.g. contradiction with customs, recognition from society

• empowered or not to practice rights

• Group Discussion-GD with mix group

• Focus Group

Discussion-FGD with specific group based on issue

• Semi-Structured Interviewing-SSI with some key informants

• Institutional

venn Diagramming-IVD with well informed group

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Module 7 Migration and remittance Objective: To explore the role of migration and remittance on the community Area of concern Protocols Issues/elements Methods

7.1 Types of migration long- short term, push-pull,

local- outside(regional, abroad)

7.2 Use of networks

sources of assistance (for migration) and where ( close or far)

7.3 Reasons economic, social, political, natural hazards

7.4 Consequences

Opportunities & constraints in relation to migration. (to get a job/work, Problems of migration in terms of gender, change of occupation due to migration, changes in social status

How migration makes a contribution

7.5 Impact

On family & community (in the family level the issues are health, education, food, sanitation, cloth, housing which have impact in community as well) (in the community level particular group e.g. religious, professional group can leave the place forever)

• Mobility Mapping-MM by both M-F group

• Group Discussion-

GD with mix group

• Focus Group Discussion-FGD with specific group based on issue

• Semi-Structured

Interviewing-SSI with some key informants

• Institutional venn

Diagramming-IVD with well informed group

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Module 8 People's perception about well being and ill being Area of Concern Protocols Issues/elements Methods

8.1 Ownership of material assets

Ownership of productive assets e.g. land, water bodies (ponds etc.), farms etc. with other non-farm assets, having good housing, clothing, and contextual value of material assets - why these are important

8.2 Physical health Conditions of physical health (not having disease or having), and how does it relate to well being and ill being

8.3 Mental health Conditions of mental health (having any disorder or not), and how does it make a sense of well being and ill being

8.4 Mental peace and happiness

Conditions for being mental peace and happiness; how does it perceive

8.5 Income and money Importance of income and money in the society, perceptions based on different class/gender/age /group

8.6 Presence of husband/wife/children

aspiration for family and its members, desire of having boys or girls and their preference.

8.7 Social relations What perceptions people have about their neighbours, households and community; and the social institutions; expected assistance, importance and value of reciprocal relationships.

How people do perceive their well being and ill being

8.8 Social security/stability

How social unrest, conflict, uncertainty, insecurity on the one hand, trust, cooperation and solidarity on the other are being produced and balanced; people's expectations

• Well being Analysis-WBA with mix group, M-F separate group

• Group

Discussion-GD with mix group, M-F separate group

• Focus Group

Discussion-FGD with specific group based on issue

• Semi-Structured Interviewing-SSI with some key informants

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Section C Guideline for using the tools

This section explains how different methods to be used for collecting community focused information, can be use in appropriate way. It is chosen eighteen mostly PRA based methods. It is needed to mention that in the previous (section- B)section, it did not mention about the rapport building as a specific method, but rapport is must to introduce the researchers with the community people. Here it is explained therefore, major methods are 1. Rapport building 2.Transact Walk-TW/ Physical observation- PO 3.Village/Community Social Map- VSM 4.Village/Community Resource Map- VRM 5.Wealth Ranking- WR 6.Well-being Analysis-WBA 7.Survey/ Short Census-SC 8.Group Discussion-GD 9.Focus group discussion-FGD 10.Time line/ Time trends-TL 11.Daily Activity Chart-DAC 12.Decision Making Matrix-DMM 13.Seasonal Calendar-SC 14.Institutional (venn) Diagramming and Map-IVM 15.Semi Structured Interview-SSI 16.Mobility Map-MM 17. occupational Ranking-OR 1. Rapport building Process • Enter into the village. Exchange greetings with the people you met in the street or in the market place/ tea stall. • Introduce the team and explain the purpose of the visit (example, We have come to know about your village, its

inhabitants, occupation, livelihoods, etc. Our learning will be used in our future research work for the development of this area.

• Know from the people about the village, its past history or any important events of the past, present situation, occupation of the people.

• During informal discussion try to find out key informant people whom you may select as potential participants for the next PRA sessions. Also try to find out a person who may act as contact person to organise people for the next PRA session.

• Decide a venue, time and number of participants with the people present for the next session and request the contact person to inform all other participants to be present in the venue in time.

2. Transact Walk Process • Transact Walk can be done during rapport building with the villagers. Go to the village meet with people available in

the village. • Request them to tell about their village, such as people, their occupation, common resources, organisations working,

and institutions. • Observe each and everything with sharp eyes, such as people’s behaviour, way of talking with an outsider, information

on any particular issue or event. • Record all information and observation clearly in your notebook later on. Do not start writing while you are talking

with the people. If you write during talking, people will hesitate to give you information and they will be selective. On the other you will not be able to concentrate on the discussion.

• Try to cover the whole village during physical observation. • This physical observation will help you in analysing information given by the people in the next sessions.

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3& 4.Village mapping (Resource and social mapping) Process • Introduce the research team members with the participants and also request them to introduce themselves. • Explain clearly with few words the objective of the exercise. (Example; This exercise will help us to understand your

village and its resources, problems, potentials etc. This map/ sketch will also help the illiterate people to participate and interact in the discussion).

• Make sitting arrangement in an open clean ground in a circular or U shape form keeping a space in the middle for drawing map on the ground.

• Invite some one to draw the map on the ground with a hard stick. Do not give pressure on some one who is not interested. If none become interested to draw then someone from the team starts drawing and does some intentional mistake. Instantly you will find that they will take away stick from you and start drawing the map. This is an easy technique to hand-over the responsibility to the people.

• Tell them first to draw the main roads and the link roads. Then place schools, markets, other institutions, banks, post office, big bushes etc. on the map. Then tell them to put all households on the map from one side of the village to the last end. While drawing the household ask the name of head of each house with father’s or husband’s name. Write the name of each household on a small piece of paper with serial number and put the paper on the specific house drawn on the ground. So that after completion of drawing total number of household with name and other information will be collected in the same sitting.

• Tell them to draw boundary of the village • Finally ask the participants to add any important missing thing in the map • Copy the map as it is on a big sheet of paper either by the facilitation team member or by the participants. 5&6 Wealth ranking and Well being analysis Process • Ask the participants to divide all households of the village into different categories according to their socio-economic

status (e.g. rich, middle class, poor etc.). • Tell them to quantify the number of households in each category. (either in number or in percentage) • Ask the participants to clarify the status of each category in terms of food intake, landholding, housing pattern,

occupation, women’s occupation, status in the society, income etc. • Ask more detail about the extreme poor/ hard core poor. Note down all information and ask for further clarification (if

any) 7. Survey/Short Census-SC Process H/H Head

Family member

Occupation Involvement with NGO

Age Religion Education

M F 8. Group Discussion-GD Process • It needs a group of people to discuss on a range of issues necessary in the research • The group, usually consists of 8-12 members, must be represent cross sectional people • It needs to consider age, sex, occupation, religion and other social groupings in forming the group • Ask the possible people/participants to be available in a particular place in a particular time; also inform them about

the total time might be consuming for the discussion • Let them well informed about the objectives of such discussion, and try to select much appropriate persons/participants

for achieving the target of the discussion • They will be the key player of the discussion, your role is just facilitating them for the issues, you should not interfere

them, however, the discussion should not be out of tract/objective.

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• Make a tentative plan what issues need to be discussed, and how. Try to follow the plan according to the time as well as objectives.

• Make everybody to be well participated/active in the discussion; care that any body is trying to influence the discussion or leading it in the wrong tract. Make him/her stop/manage asap.

• Take note what the people say, and you can record if they permit. Share the responsibilities who will do what throughout the programme. The team consists of 2-3 members is better to manage as well as conduct a group discussion.

9. Focus Group Discussion-FGD Process • The FGD has some sorts of similarities with the GD mentioned above, however, it has particular differences. • FGD has intention to focus on a particular issue or subject (but may switch other related issues; i.e. dowry during the

discussion of marriage as women's issue), and the discussion should not cover a vast/larger area in terms of issue • The group size is as same as GD, but must be homogenous based on issue/subject. Group may be based on age, sex,

occupation, religion etc. where some selected individuals will be asked to participate in the discussion. • Follow the manual of 'Group Discussion' for other instructions. 10.Time line/ Time trends-TL/TT Process Year Incident Matrix: Historical change

Year Historical changes

Social Cultural Economic Political Natural

11. Daily Activity Chart-DAC (for gender dimension) It is usually used for collecting data on gender division of labour in productive and reproductive work with the household and community. It suggests desegregating roles and responsibilities. Process

Ask the participants to make a table and write down the different task they do by men, women and children/others in different column on the chart.

•

• If it is needed, ask them to write down in detail the information about other factors like as the amount of time spent on activities, the location of activities etc. Activities include the required information based on that area of concern/protocol. For example. See the table and matrix below:

21

Table: Who does what?

Activities Women Men Children,

elder/Others

Reproductive

Collecting food, fuel, childcare etc.

Productive

Agriculture

Income generation

Employment

Community work

Self help group

Community politics

Village committee

Political party

Comparative matrix: Access and control of resources by Men and Women

Access Control

Men Women Men Women

Resources

Benefits

12. Decision making Matrix Process

Types of decisions

Name of the institutions

13. Seasonal Calendar-SC Process • Select some issues that relate with seasons, e.g. Health situation, diseases, income, expenditure, social functions,

mobility, • Ask the participants how different seasons affects their livelihoods • Draw a line on the big sheet and divide it into twelve months (Bengali or English months as practice by the

participants in their community)

22

• Ask them to put different sticks/ line according to the situation of each month. You can use seeds instead of line/ stick. • After completing all months ask them to analyse the situation 14. Venn Diagramming/ Institutional Mapping-VD/IM Process • Carry some colour circular paper in the village to make Venn • Ask to inform the name of persons/ institutions involved in local power structure e.g. local elite, political leader,

religious leader, influential persons, local NGOs, CBOs etc. • Ask them to make size of Venn according to strengths (in terms of resources, manpower/ supporter, control/ working

area) of each persons/ institutions. • Write the name of village in the middle of a big sheet and ask the participants to put the Venn nearer or furthest to the

village according to their linkages/ contact with the persons/ institutions. After having consent by all fix the Venn on the sheet.

• Draw lines between each Venn to show their linkages/ relationship with each other. 15. Semi Structured Interview-SSI • This will be an alternative for checklist in gathering the information for Community Profile. • The semi-structure questionnaire will be based on the issues to be addressed • The statements in the questionnaire should be easy so that everybody find interest with it • Any debatable/sensitive issue should be addressed carefully. 16. Mobility Map-MM Process • Draw a small circle in the centre of a big sheet of paper and write the name of the village in the circle. • Ask participants to draw circle one within other to show area of Para, Village, Union, Upazila, District and Division. • Ask them to draw picture of different places where they generally go in each circle. Sign out the different places

according to priority/ frequency by using sign pen (e.g. according to priority thick line for more frequency and small line for less frequency of movement).

• Now ask each individual person to put dot on each place where they personally go. This will help you to analyse how many of them visiting how many places, i.e. their mobility.

17. Occupational Ranking

Process • Ask the participants to write the name of different important occupations on different column of one row Ask them to write down the comparative benefit of each occupation to the extreme left • (see table below as example).

Occupation Reason/Comparative benefit

Agriculture Fishing Petty business

Day labour Small business Poultry

1. !!!!!!!!! !!! !!! !!!! !!!! !!!!! 2. !!! !!!! !!!!!!! !!!! !!!! !!!!! 3. !!!!!!!!! !!!! !!!! !!!!! !!!!! !!!!!

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24

Section D Plan of Action

Serial no

Community Profile Module will be covered Duration

1 Exploration module 1 & 8 November to December, 2003 2 Provisional (G& P) module 2 to 8 January to March, 2004 3 Main phase module 1 to 8 April 2004 +