Module I I I Analysing and Interpreting Information 2

1
ANALYSIS OF QUALITATIVE DATA ........................................................... 3

THE THREE STEPS OF ANALYSIS............................................................... 4
STEP ONE: READ THROUGH ALL THE INFORMATION............................................ 6
STEP TWO: CLUSTERING ............................................................................... 14
Widespread or Serious? Dimensions of a Problem ................................ 19
INTERIM SUMMARY..................................................................................... 21
HOW TO ORDER .......................................................................................... 26
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Complete Handbook and CD available from http://www.reportingskills.org/order.htm
Analysis of Qualitative Data

Data is Never Neutral!
In our opinion, everything is qualitative. I dont see a great distinction between the facts and
figures in the previous section and what is generally termed qualitative data answers to
interview questions, results of Focus Group Discussions. The simple reason for this is that
data is never neutral: everything means something.
In the quantitative examples earlier (Opinion Poll) we saw that each data set was illustrated
visually and explained / interpreted. In short, the quantitative was transformed into qualitative.
The Case Study / Extended Exercise that runs through this programme (Children in Nepal)
will allow you to develop those skills of developing a whole and synthesised analysis of any
data, one that speaks to both left and right sides of the brain.
The different functions of the brain hemispheres are discussed later in this section, and it is
useful to have some understanding of this, as it applies to so many aspects of the Writing
Process. Our analysis must be whole-brained: even our paragraphs have to synthesise
qualitative interpretation with quantitative, unambiguous supporting information.
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The Three Steps of Analysis

There are three main steps of analysis of qualitative data. These are:
1. Read through all the information: its often a struggle but this is the best place to start. Try
to make sense of the information as it is, piece by piece. With each fact, ask yourself, What
does this mean?
Your brain will struggle to comprehend the information. Significance and linkages will be hard
to identify. Dont worry this stretching stage is a little uncomfortable, just like an athlete may
feel a little stiff at first. Remember, you are just warming up, familiarising yourself with the
data.
2. Cluster the information: organise the facts, opinions, ideas and comments into similar
categories. From interviews or FGDs these may be worries, suggestions, strengths,
weaknesses, similar experiences or recommendations. Label the categories.
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Again, you will struggle with this. The left side of the brain likes things neat and tidy, each idea
in a little box: the right side insists on completeness and strives to identify connections.
Some ideas fit neatly in the labeled box, but some comments present more problems. They
seem to belong everywhere (i.e. in several of the boxes) these are crosscutting themes or
issues. Some seem to be orphans they dont appear to belong in any other cluster until we
better understand how the whole picture fits together. Although this stage does involve some
compromise, it is important in helping us see the shape of the information as a whole and
allowing us to take some level of control over the information
3. Identify patterns, associations and relationships in the themes: are there similar concerns
or opinions? How does information in one box connect to information in another box? Very
often these will be cause and effect. These linkages allow us to see how the information fits
together as a whole essential for us to fully understand and, as a result, be able to
effectively explain to our readers.
Extended Task
This Case Study / Extended Assignment forms the core practical work of this programme, and
we will return to it frequently. This will give you an opportunity to extend your knowledge
beyond the frequent tasks, and develop a report from scratch that illustrates and reinforces all
the ideas we are sharing with you.
Earlier in the module on Setting Objectives you selected methods to gather data on the
childrens status in Nepal. We will be working with the data, starting with a fact sheet or raw,
unprocessed information and, through various stages, deepen our understanding and finally
develop our plan.
In the next module you will turn your analysis into a plan for writing, and in Module Seven
(Putting it all Together) you will then follow the plan. At the end you will be happy to see the
results both in terms of ease of learning as well as in the quality of the report you produce.
Believe us thousands of people have done this before you, and there is nothing in a
workshop setting that is missing here. (In fact, this programme is much more complete than
any training.)
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The data is real, and the fact sheet has not been edited in any way this is exactly as the
data reached us, directly from one Child Rights NGO. We did not manipulate the information
in any way, to prove that this process can apply regardless of how hopeless the task seems
at first.
In the next task you will be practising Step One, Read through all the Information. First,
however, lets remind ourselves of the scenario.
As a senior in-country staff of an international child rights
NGO, you have been asked to develop a brief (2 3 page)
report on the situation of children in Nepal. Ultimately, this
document will be included in the fundraising prospectus
which is distributed to the organisations strong funding
base in the USA. The text may also be published in
various development journals and the national press as
part of your organisations advocacy work.
Step One: Read through all the Information

Based on a Desk Study and interview with various child rights experts, you have collected the
following data:
Out of one hundred children:
49% are girls
51% are boys
93% live in the villages
7% live in cities
80% are immunised
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56% are malnourished
40% belong to extremely poor families
70% are admitted to school, but only 53 complete primary level
79% of boys and 61% of girls are enrolled in primary level
52% of the total population are children below 18 years
Only 71% of the population have access to potable water
The total population is 24 million
Every year about 779,000 babies are born
Every year 78,000 children die
Every day 206 children lose their life
45,000 children die of diarrhoea every year
There is only one Childrens Hospital
There is one child specialist to 102,671 children
There are 23,885 primary schools
2.6 million children are engaged in different sectors of child labour
Twice as many girls as boys in the 10 14 age group are at work
At least 40,000 children are bonded labour
5000 children are living / working on the streets
Every year 1500 pregnant mothers out of 100,000 die during childbirth
Annually, 5000 7000 women are trafficked to neighbouring India.
34% of marriages involve children below 15 years of age
Approximately 100 children are in adult prisons with their parents
The first step of this task is very simple. Read through and familiarise yourself with the
information. Read as many times as you like. There is no need to struggle to make sense of it
right now. Just take it in. If you want to, you may even want to postpone the second step until
tomorrow.
Take a piece of paper and write a few conclusions. What strikes you as significant? How
would you answer if someone asked you about the childrens situation? Theres no right or
wrong answer here. This is just the first step in the familiarisation process. After you have
finished, compare with a colleague (if you are working through this programme with others),
and then put those conclusions aside. You may use them later: and maybe you wont.
The first step of this task is very simple. Read through and familiarise yourself with the
information. Read as many times as you like. There is no need to struggle to make sense of it
right now. Just take it in. If you want to, you may even want to postpone the second step until
tomorrow.
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Extended Task
Now, get ready to get your brains working. You are going to work through the data line by
line. (It will help if you cover the list with a piece of paper and focus on each piece of data
individually.) Discuss with colleagues or note down your answer to the question:
What does this mean? Feel free to note down your thoughts and any questions you have.
Again, there is no right or wrong answer. Its what the data means to you that counts. At the
end of this process, its your conclusions you will be presenting in your report. As the expert,
you have the responsibility and authority to explain the information to speak on behalf of the
facts.
So, simply go through line by line and see what happens. Weve started the process for you
by noting our thoughts in the right-hand column of the worksheet below. Use the worksheet to
add your own thoughts, ideas or key words.
FACTS
49% are girls
51% are boys

7% live in cities
THOUGHTS
OK, so there are more boys than girls. Not a big difference,
though, in comparison to the global ratio for 0 15 years of
age. So, its not really clear yet whether this is a difference
or its just minor. Lets wait and see
OK, this is pretty obvious. Most children live in villages. But

what does that really mean in terms of their situation? Hmm,
well, maybe they are less likely to get an education or other
social services. More likely to have a traditional way of life
also.
80% are immunised
Im not sure about this. Is 80% good or bad? Maybe need to

look at WHO web site or something (later) well 80% isnt
all that good. Really, it has to be over 85% for widespread
prevention of Early Childhood Diseases. On the other hand,
look at where the children actually live. I think this is more of
an achievement than a shortfall even though 1 in 5 isnt
protected.
OK, this is widespread and serious. If over half of children

dont get enough to eat
40% belong to extremely

poor families
70% are admitted to school,

but only 53 complete primary
level
79% of boys and 61% of girls
are enrolled in primary level
Only 71% of the population
have access to potable water
52% of the total population
are children below 18 years
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The total population is 24
million
Every year about 779,000

babies are born
Every year 78,000 children

die
Every day 206 children lose

their life
45,000 children die of
diarrhoea every year
There is only one Childrens

Hospital
There is one child specialist
to 102,671 children
There are 23,885 primary
schools
2.6 million children are

engaged in different sectors
of child labour
Twice as many girls as boys
in the 10 14 age group are
at work
At least 40,000 children are
bonded labour
5000 children are living /
working on the streets
Every year 1500 pregnant
mothers out of 100,000 die
during childbirth
Annually, 5000 7000

women are trafficked to
neighbouring India.
34% of marriages involve
children below 15 years of
age
Approximately 100 children
are in adult prisons with their
parents
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Possible Solution
Here are some of our thoughts as we worked through the data.
FACTS
49% are girls
51% are boys
THOUGHTS
OK, so there are more boys than girls. Not a big difference,
though, in comparison to the global ratio for 0 15 years of
age. So, its not really clear yet whether this is a difference
or its just minor. Lets wait and see
OK, this is pretty obvious. Most children live in villages. But
what does that really mean in terms of their situation? Hmm,
well, maybe they are less likely to get an education or other
social services. More likely to have a traditional way of life
also.
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7% live in cities
80% are immunised
Im not sure about this. Is 80% good or bad? Maybe need to

look at WHO web site or something (later) well 80% isnt
all that good. Really, it has to be over 85% for widespread
prevention of Early Childhood Diseases. On the other hand,
look at where the children actually live. I think this is more of
an achievement than a shortfall even though 1 in 5 isnt
protected.
OK, this is widespread and serious. If over half of children

dont get enough to eat
40% belong to extremely

poor families
This also looks like a widespread problem affecting children.
70% are admitted to school,

but only 53% complete
primary level
The enrolment rate isnt really up there in the high numbers.

Still, this is a mainly rural population, so access might be
tricky. Perhaps thats not so bad after all. Wow! But look at
the completion rate. Thats something like half the
population not finishing primary level.
Why dont the other 30% even start? And why do they drop
out? Is it poor quality of education, is it the parents attitudes
or is it poverty? Who drops out more boys or girls?
Questions, questions
79% of boys and 61% of girls

are enrolled in primary level
OK, that is a very big difference. Boys are clearly favoured

in education, girls are not. No real surprises there.
Only 71% of the population

have access to potable water
And here. Access to water doesnt guarantee hygienic

practices, but it is a precondition. No wonder diarrhoea kills
so many.
52% of the total population

are children below 18 years
The total population is 24
million
Thats a lot of children. A young population, and not many of

them in education, either. Looks like a social and economic
accident waiting to happen
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Every year about 779,000

babies are born
Every year 78,000 children
die
Got my calculator out, and it seems thats over 10% child

mortality. Looking at other countries rates, that is pretty
high.
Every day 206 children lose

their life
45,000 children die of
diarrhoea every year
That is a big proportion of child death caused by diarrhoea

over half. That would make it the number one cause of child
mortality. Serious.
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There is only one Childrens
Hospital
Well that is definitely not enough. And, of course, its going

to be in the capital city. One childrens hospital and 12
million children hmmm doesnt look like a case of
putting children first
There is one child specialist

to 102,671 children
Same again. Not a good ratio, looks like half the population
isnt getting taken care of. I think we can see some more
reasons for the high mortality here
There are 23,885 primary

schools
OK, time for the calculator again. Looks like a ratio of one
primary school per 150 children. I wonder where those
schools are more likely to be in urban areas. Even if they
are evenly distributed, can a rural school actually reach so
many kids? Not sure if there are enough or if they are
accessible enough otherwise wouldnt enrolment at
primary level be higher than just 70%?
2.6 million children are

engaged in different sectors
of child labour
Well, once we exclude children too small to work, thats a

huge number. I wish we had more specific definitions here
of child and labour but thats the constraint when we get
secondary data. It may be faster, but we are limited to what
we get. Even so, around of children are working, and
thats high.
Twice as many girls as boys

in the 10 14 age group are
at work
OK, now we know where the girls go when the boys are at
school and who fetches the water
At least 40,000 children are

bonded labour
According to my dictionary, bonded labour is a form of

slavery, where you have to work to pay off a family debt to a
landowner. 40,000 is not a huge number, but thats
something that definitely shouldnt be happening in this
century.
5000 children are living /

working on the streets
OK, thats not so large a number either, but street children

are a serious issue. All children have the right to shelter and
safety.
Every year 1500 pregnant

mothers out of 100,000 die
during childbirth
This doesnt seem to fit here at all. I thought all this data
was about children wait these mothers are probably
children themselves, too immature to bear children safely.
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Annually, 5000 7000

women are trafficked to
neighbouring India.
Like street children, trafficking is one of those high profile

issues that get peoples attention. I assume by women we
mean mainly young girls serious stuff, even if the
numbers arent so high. But, then again, how do we get
accurate data about these hidden problems?
34% of marriages involve

children below 15 years of
age
This is a shocker! First, because its so widespread: and

secondly because its so serious. Looks like these remote
areas are way behind the rest of the world on this. And my
guess is its going to be the girl who is usually the younger
partner.
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Approximately 100 children
are in adult prisons with their
parents
Children growing up in prison? Serious stuff, even if it is just

100 children.
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Discussion
That was certainly a tiring task, especially if you worked through it without a break. There was
a lot of information to process (left brain), while the right hemisphere of the brain kept trying to
put the pieces together. Note that occasionally we had to:
1. Calculate ratios;
2. Limit ourselves, in some cases, to accepting that our data was imperfect;
3. Ask ourselves questions;
4. Make assumptions; and
5. As we progressed through the data, started to link some of the facts together.
1 & 2 are what we call left-brain functions. The left hemisphere of the brain is dominant when
dealing with facts and figures. When we exercise our right hemispheres the creative and
imaginative side of the brain we get 3, 4 & 5, where we try to make sense of the data
coming in. We will occasionally refer to brain functions throughout this programme, for now
we will let the picture below illustrate what we mean by left and right brain.
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The upcoming steps are designed to help us involve our synthesising skills and spatial
awareness more, involving our right hemispheres in the process of analysis.
This part of the task gives you an opportunity to practice Stage Two: Clustering the Data.
13
Step Two: Clustering

Dont worry, things get easier. The last step was quite hard work: we are not easily capable of
processing such a long list of information without some fatigue. Now we are going to start to
get more involved with our data, by actually physically manipulating it and trying to bring some
order. We call this stage clustering.
Extended Task
Find an open surface free of clutter (an empty desk, perhaps) and print out and cut up the
task cards on the worksheet. Take a few minutes to play around with the cards, seeing which
ones belong together and which dont. Try to bring some sense of order to the data by
grouping them in any way that makes sense to you.
Discussion and Possible Solution
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With the exercise you have just done (Clustering) you have tried to bring some sense of
order to the data. While this is a very useful tool when analysing our data, you may have
noticed some issues such as:
While some things obviously belong in the same box, some things dont seem to belong
anywhere. For example, some things are most definitely education or health. But what
about children in prison? Where does that fit?
Some things seem to belong in more than one box. For example, access to water seems to
be general information, but also seems closely related to health, especially the widespread
Child Mortality due to diarrhoea. Deciding where to put these things can be difficult.
Some things seem to be general, and end up clustered together just because there are no
other boxes just as one desk drawer might be a place where we store everything that
doesnt fit anywhere else.
All the time we do this exercise our right brain is constantly trying to get involved, suggesting
links and associations. However, the left-brain focus of this exercise can get frustrating. Dont
worry we will look at how to synthesise the data after we have finished breaking it down.
First, here is a suggested initial order for the data. We will refine this a little later. (Although
this is a box thinking exercise, we have clustered the data visually, as with many of the
concepts presented so far in this guide. We will further develop our visual understanding of
the data in Step 3.)
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In this solution we have one box of general information population, sex, location and basic
needs. Notice we decided that access to water belonged under general information we felt
that putting it in the health box would mean it getting lost.
We have two boxes that were easy enough to complete health and education.
With the last two boxes we ran into some difficulties. There seems to be a lot about labour,
but also a lot of other things, too. And we feel uncomfortable about putting street children in
that box, too, even if they are at work; their situation is quite different from most child
labourers.
The idea of a gender bias box crossed our minds. But that would have really complicated the
task, as we would have had to dip into all the other boxes girl education, maternal mortality,
girl labourers to pull that together. (We will deal with gender bias as a cross-cutting issue
later.)
15
15
Our solution to this was to merge the two boxes and call this something like Social Issues
Affecting Children or Rights.
So, now we have 4 clusters:
General Information (population, sex, location, basic needs)
Childrens Education
Childrens Health
Childrens Rights
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Extended Task (Cont.)

Now we are going to break the data down a little further. See if within each box you can find
sub- groups of information. For example, the Health box could be further subdivided into:
Child mortality
Causes of mortality
Access to health services
Try to identify further sub-groups within the four clusters of data.

Possible Solution
In the suggested solution below, notice that:
We have added sub-headings where necessary
We have broken down the General section into two sub-groups to make the
information clearer
Under the heading Health we have prioritised our sub-headings as Mortality (biggest
indicator of health and development of a nation), Causes of Mortality, and, finally,
Access to Health Services. Causes of Mortality have been ranked in order of size.
Education has been similarly sub- classified using Order of Importance
We now have five rights-related issues, and the sequence for these is from largest to
smallest.
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GENERAL
Demography
The total population is 24 million
52% of the total population is children below 18 years

49% are girls
51% are boys

7% live in cities
Basic Needs
40% belong to extremely poor families
Only 71% of the population have access to potable water
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HEALTH
Mortality
Every year about 779,000 babies are born
Every year 78,000 children die
Every day 206 children lose their life
Causes of Child Mortality
45,000 children die of diarrhoea every year
80% are immunised
Every year 1500 pregnant mothers out of 100,000 die during childbirth
Access to Health Services
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There is only one childrens hospital
There is one child specialist to 102,671 children
EDUCATION
Access
There are 23,885 primary schools
Enrol / Complete
70% are admitted to school, but only 53 complete primary level
Gender Disparity
79% of boys and 61% of girls are enrolled in primary level
RIGHTS
Labour
2.6 million children are engaged in different sectors of child labour

At least 40,000 children are bonded labour
Twice as many girls as boys in the 10 14 age group are at work
Early Marriage
34% of marriages involve children below 15 years of age

Trafficking
Annually, 5000 7000 women are trafficked to neighbouring India
Homeless / Street Children
5000 children are living / working on the streets
Imprisonment
Approximately 100 children are in adult prisons with their parents
18
Widespread or Serious? Dimensions of a Problem

It is worth stopping a moment to consider how we can decide Order of Importance. After all,
just because something affects a lot of people doesnt necessarily make it more important
than something which affects a minority. A flu epidemic can affect a lot of the population, but
can we say that influenza is more serious than HIV?
You can use a simple matrix for plotting problems. Each problem has two aspects. One is the
scale of the problem: exactly how widespread is it? How many people are affected? The other
is the depth of the problem: how serious is it in terms of its impact on the people affected?
Heres the matrix, followed by a task.
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19
Extended Task
Review the data on Children in Nepal and, wherever you can, plot the problems on the matrix
below.
There is no suggested solution for this task, as some responses will necessarily be
subjective.
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20
Interim Summary
At this point lets pause and reflect on the steps we have covered so far.
We began with a list that made very little sense. Certainly, some ideas were quite obvious
from reading through, but getting this real picture was still quite difficult.
By working through the data, item by item, we started to get a better understanding. We
started to notice associations and links, and ask ourselves questions. Some conclusions were
starting to form.
Clustering the data gave us an opportunity to take some control over the information. By
experimenting with different ways to order the information we started to see how the big
picture might fit together. However, there were some times when some information just didnt
fit anywhere, while some information seemed relevant to everything. However, by this point
we were starting to see a structure where we could hang our ideas.
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Further refining the data gave us even more control, as within the main areas of Health,
Education and Rights we could see a sequence for presenting our ideas.
The Problem Matrix gave us an opportunity to look at the problems from a different
perspective, and we could see from how they are clustered that the situation of Nepalese
children is pretty poor.
At this point, you would actually be ready to write a pretty good report. However, it would not
yet be an excellent report. Remember in Module One we identified the responsibilities of a
reporter being to:
Investigate
Analyse
Understand
Describe
Explain
We could certainly describe the situation based on the work we have done so far. However,
we need to further analyse if we are to fully understand the situation, and if we are going to be
able to explain the true picture to our reader then we need to get our right brain more
involved.
So far we have been using mainly traditional methods of critical thinking. In the next section
we are going to look at Mind Mapping. We will use the Mind Mapping tool for Step Three:
Identifying Patterns, Associations and Relationships.
21
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22
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programme, we turn a fact sheet on children's issues into a report structure and finally into a Mind Map of interrelated
issues.
Module Four - Planning the Report (14 pages) covers the planning phase. The tools of SPR (Subject / Purpose /
Reader) analysis and Reader Profiling are practised and the case study analysis is now developed into a clear plan for
the report.
Module Five - Writing Skills - Clarity (30 pages) is the second writing skills component and investigates how to get
your message across and improve the impact of your writing. The module demonstrates how to measure how clear
your writing is and gives you some simple, effective tools for improving the power of your sentences.
Module Six - Writing Skills - Organisation (25 pages) presents the deductive / Inverted Pyramid approach to
organising writing, before looking at the various ways to present the main points. The second half of the module deals
specifically with organising persuasive paragraphs that synthesise both interpretation as well as supporting ideas,
examples and evidence.
Module Seven - Putting it all Together (35 pages) takes the practical work to a new level. The analysis and the plan,
together, with the writing skills are applied to develop an extended report. This module is almost entirely task-based,
walking readers step-by-step through the drafting process.
Module Eight - Finishing Off the Report (41 pages) completes the programme, covering writing the summary,
designing the cover page, page layout, using visuals, writing style and the editing process. The programme ends with
a summary of the main points covered and visual review of the entire programme.
23
The CDROM
OM
The CDROM contains all the information and exercises in the
PDF Handbook in a navigable format so you can:
Conveniently browse the Handbook on any PC
Navigate from page to page smoothly
The Trainer Edition

With the Trainer Edition you can conveniently reinforce the
lessons in the Handbook through structured, well-planned
sessions for your staff. For a fraction of the cost of sending your
team on training, you can pass on the benefits of ELD's years' of
experience through this 'workshop-in-a-box'. This is included free
with the 50-user licence.
Conducting structured training will help you increase the impact
of the programme and make sure all staff acquire the skills of
effective reporting.
The Handbook's eight modules are packaged as a 30-hour
training programme which can be delivered in one intensive
course or spread out over a number of weeks.
As well as convenience, the low cost of the Trainer Edition
compares favourably to the expense of sending even one
participant on a 5-day training course.
The pack includes session-by-session notes, tips on
preparation and delivery and course monitoring & evaluation
tools. Any trainer with good people
management skils can facilitate this
straightforward programme. There are
over 250 PowerPoint slides, broken
down into the eight thematic modules of
the programme, providing powerful visual
support to the learning activities and
discussion. Participant handouts are
ready to print, and ordering a Licence +
Training Pack means all your team will
have access to the full Handbook and CD
for reference and self-study. Included also
are supplementary materials - daily
feedback forms, evaluation form, cut-up
tasks and colour graphs for data analysis,
and a model report based on the case
study central to the course.
This training has been successfully
conducted by ELD since 2002, benefiting
1000s of development professionals from
a wide range of organisations,
backgrounds and nationalities. There are
many reports at the ELD website to show
you how the training works in practice. Let
your organisation benefit from our
experience with the latest version of this
powerful but simple course by ordering the
Trainer Edition.
24
About ELD
Education, Language and Development Training
Programmes provides practical training and
consultancy services to development
organisations in South and South-East Asia.
Registered as a charity in the United Kingdom,
but based in Kathmandu, Nepal and Bangkok,
Thailand, ELD conducts regular open training
workshops in areas such as Reporting Skills
Project Proposal Writing and PM&E, as well as
a range of in-house assignments which include
training, planning, proposal development,
teambuilding, project close-out and
outplacement. ELD was founded in 2000 'to
enhance the skills of people working in
education, sustainable development and human
rights using the most appropriate technologies
and methodologies'. ELD's objectives are based
on extensive research. Between 1997 and 1999
we explored the communication and project
management challenges faced by projects and
development organisations. Since then we have
continued to develop our programmes and
responses based on our extensive experience
delivering services in South Asia (since 2000)
and South-East Asia (since 2003).
About the Author

Neil Kendrick has directed UK charity Education, Language and Development
Training Programmes since it was founded in 2000, and was responsible for
setting up ELD's Nepal and Thailand operations. An experienced evaluator,
facilitator and trainer specialising in Development Communication, Neil has
worked with development sector participants for more than 10 years. He has
trained thousands of professionals at all levels throughout South and South-East
Asia in Reporting Skills, Professional Writing, Project Planning and Proposal
Writing. Prior to ELD, Neil spent several years with the British Council at Istanbul,
Bangkok, Hong Kong and Kathmandu.
Participants describe his training approach as relaxed and well- informed, and
regularly mention his ability to demystify learning through easy explanation and
examples. That same style has been brought to this Handbook, getting complex
points and sophisticated tools across in a no-nonsense, easy to grasp way.
Whos using the Handbook?

The flexibilty and relevance of this programme is clear from the range of organisations that use it. These include:
Asian Development Bank
ADRA
Asian Institute of Technology
Baptist World Aid
Belgian Technical Cooperation
Bielefeld University
Bioversity International
Birmingham University
Burnet Institute
CABI
Capacity Building Initiative
CARE
CGIAR
Concern Worldwide
Diakonia
European Centre for Development
Policy Management
Family Health International
GTZ
International Institute for
Development Studies
International Atomic Energy Authority
Medecines Sans Frontiers
Overseas Development Institute
PATH
Save the Children UK
Save the Children USA
Swiss Development Coperation
UNAIDS
UNDP
UNECA
UNEP
UNICEF
UNOPS
USAID
WFP
World Agroforestry Centre
World Health Organisation
World Wildlife Fund for Nature
Conservation
25
How to Order
For Individuals
GBP
Single-user Licence: PDF Handbook (download only)
20
PDF Handbook / CDROM (includes FREE immediate download of

Handbook)
40
Buy
Online
Pay by
Bank Draft
For Organisations
All organisation licences include free immediate download of PDF Handbook plus one master CDROM by mail.
Licence type indicates number of copies which may be distributed electronically / number of PCs on which
CDROM can be copied.
The Trainer Edition has all the contents and benefits of the Standard Edition PLUS a Training Pack comprising of
Trainer Guide, PowerPoint slides, Participant Notes and Supplementary Materials.
Licence Type
10-user licence (Standard Edition)
10-user licence (Trainer Edition)
25-user licence (Standard Edition)
25-user licence (Trainer Edition)
50-user licence Trainer Edition (Training Pack included
FREE)
Rate per
User
Total
GBP
30
300
500
24
600
750
18
900
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Online
Pay by
Bank Draft
Prices for all CDs include free shipping worldwide.
Organisations that wish to purchase licences may also pay directly by bank draft to our bank in Bangkok, Thailand.
See www.reportingskills.org/order.htm for details or contact sales@reportingskills.org.
Education, Language and Development Training Programmes

Registered United Kingdom Charity no. 1083385
84, Queensway
Winsford
Cheshire
CW7 1BN
United Kingdom
26

Module I I I Analysing and Interpreting Information 2

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ANALYSIS OF QUALITATIVE DATA ........................................................... 3

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

Analysis of Qualitative Data

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

The Three Steps of Analysis

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

Step One: Read through all the Information

49% are girls

51% are boys

93% live in the villages

80% are immunised

56% are malnourished

40% belong to extremely poor families

70% are admitted to school, but only 53 complete primary level

79% of boys and 61% of girls are enrolled in primary level

52% of the total population are children below 18 years

Only 71% of the population have access to potable water

The total population is 24 million

Every year about 779,000 babies are born

Every year 78,000 children die

Every day 206 children lose their life

45,000 children die of diarrhoea every year

There is only one Childrens Hospital

There is one child specialist to 102,671 children

There are 23,885 primary schools

2.6 million children are engaged in different sectors of child labour

Twice as many girls as boys in the 10 14 age group are at work

At least 40,000 children are bonded labour

5000 children are living / working on the streets

Annually, 5000 7000 women are trafficked to neighbouring India.

34% of marriages involve children below 15 years of age

Approximately 100 children are in adult prisons with their parents

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

49% are girls

51% are boys

93% live in the villages

OK, this is pretty obvious. Most children live in villages. But

80% are immunised

Im not sure about this. Is 80% good or bad? Maybe need to

56% are malnourished

OK, this is widespread and serious. If over half of children

40% belong to extremely

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

70% are admitted to school,

Every year about 779,000

Every year 78,000 children

Every day 206 children lose

There is only one Childrens

2.6 million children are

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

Annually, 5000 7000

Complete Handbook and CD available from http://www.reportingskills.org/order.htm

93% live in the villages

80% are immunised

Im not sure about this. Is 80% good or bad? Maybe need to

56% are malnourished

OK, this is widespread and serious. If over half of children

40% belong to extremely

This also looks like a widespread problem affecting children.

70% are admitted to school,

The enrolment rate isnt really up there in the high numbers.