Advanced EFSA Learning Programme Situation Analysis Step 2 Qualitative Data Analysis in EFSA
Advanced EFSA Learning Programme
Session 3.1.
Situation Analysis Step 2Qualitative Data Analysis in EFSA
Advanced EFSA Learning Programme
Learning objectivesAfter this session, participants should be able to: analyse HH food security in crisis situations using
data collected from qualitative approaches (rather than data collected from a classic household survey)
describe various methods and ways of gathering an compiling qualitative data for analysis
explain the importance – and methods – of triangulating information sources to strengthen the reliability of the qualitative data collected
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Advanced EFSA Learning Programme
Where are we?
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EFSA ProcessAdapt conceptual framework & objectivesPrepare analysis plan: indicators, data, sourcesCollect, review secondary dataCollect primary dataConduct situation analysisConduct forecast analysisAnalyse response optionsMake response recommendationsPrepare report
Advanced EFSA Learning Programme
What types of qualitative approaches are used in EFSAs?
various data collection methods used: focus groups transects semi-structured interviews maps calendars
triangulation is keypurposive selection of sites to visit often used although random site selection is also possible
Advanced EFSA Learning Programme
Mortality & Nutrition Data If available to EFSA team, these are
generally from secondary sources Also from semi-structured interviews with
key informants (e.g. health or NGO staff) to identify changes in nutritional status of children, women, etc.…
Advanced EFSA Learning Programme
Food security analysisInfo on access, consumption, coping strategies from:
focus groups interviews with key informants a few HH interviews
Estimates of numbers of people in various categories (food consumption, access, risk) from focus groups; triangulation with other sources to see if results can be cautiously generalized
Advanced EFSA Learning Programme
Example of questions on food consumptionQuestion Answer
1. What are the main foods eaten by majority of families in this community in normal times?
Potatoes, rice, bread, fruits, some meat, sugar
2. How often do they eat these foods in normal times?
Potatoes: dailyBread: three times/week
3. Now, since the crisis, are they eating the same foods? No
4. What have they stopped eating, or what are they eating less? Meat, fruits
5. Are all families eating less? No, the poorest families are eating less
6. What proportion do these poorest families who are eating less represent? Proportional piling may be used to determine proportions
10% of the households
7. Are there other families who are eating adequately, as in normal times? What proportion do these represent?
30% of the households
Advanced EFSA Learning Programme
Example of questions on food access
Questions Answers
How, or from which sources, do families in this community usually get their food?
The majority get it from production & purchaseApproximately half of the food comes from purchase
Is this change due to the crisis?Yes, crops were lostThose who can are buying, the poorest cannot
How is the food situation of those families who ate poorly even before the crisis?
PoorThey have lost their cropsThey do not have money to buy
How many of these families cannot access food? Proportional piling may be used
All
Advanced EFSA Learning Programme
Example of questions on coping strategies
Questions Answers
What are families who have problems getting or consuming food doing to solve those problems?
Sell animals, borrow, eat less frequently
Which of those actions are likely the most dangerous / severe? Eat less frequently
How many families are eating less frequently? 10%
…etc. for the other strategies… …………
Advanced EFSA Learning Programme
1. Ask about the ways people obtain food, trying to reach estimates of proportions
2. Note the estimates in a table3. Ask similarly about coping strategies4. Ask about other characteristics of families at risk5. Compile estimates in a table for the various communities6. Results can be triangulated with other sources (e.g.,
secondary data of extreme poverty) to clarify if they can be cautiously generalized to other areas
Steps to estimate number of people at risk
Advanced EFSA Learning Programme
Compiling Qualitative Data for analysis – in summary tables:
Findings from Secondary Data
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Information Need (as per Analysis
Plan)
Organisation XX /
Report#1
Organisation YY/
Report#2
Organisation ZZ
Report#3
Topic 1Topic 2Topic 3
Advanced EFSA Learning Programme
Compiling Qualitative Data for analysis in summary tables:
Findings from Key Informants
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Information Need (as per Analysis
Plan)
Key Informant#1
Key Informant#2
Key Informant#3
Topic 1Topic 2Topic 3
Advanced EFSA Learning Programme
Compiling Qualitative Data for analysis in summary tables:
Findings from Focus or Community Groups
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Information Need (as per Analysis
Plan)
Focus or Community
Group – Site A
Focus or Community
Group – Site B
Focus or Community
Group – Site C
Topic 1Topic 2Topic 3
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Analyse tables (i.e. “the situation”) & summarize findings
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• Cite your sources• Use good judgement• If sources provide range of
figures: include range in summary
Advanced EFSA Learning Programme
Example of summary tableInformation Need (as per Analysis
Plan)
Community Site A
Community
Site B
Community
Site C
Summary
HHs with poor food consumption and access (i.e., severe food insecurity)
10% 20% 10% 10-20%
HHs using strategies that put their livelihoods at risk
5% 10% 5% 5-10%
Types of HHs at risk
HHs with few childrenHHs with no land
HHs with no livestock
HHs with little land
HHs with little or no landHHs with few livestockHHs with few children
Advanced EFSA Learning Programme
Exercise 3.4. Qualitative Data Analysis in the Region
As a group, discuss your experience with qualitative EFSA data:
How did you collect these data? What process did you use to analyse them? What difference did these data make to your findings/conclusions?
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Advanced EFSA Learning Programme
Wrap-up Almost all EFSAs rely heavily on qualitative data
collection and analysis. Such data help us to understand the “real story”
and priorities of the affected. Transparent and comprehensive efforts to
triangulate findings is key to any attempt to generalize findings.
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