Ghana - Ghana Living Standard Survey 5: 2005, With Non-Farm Household Enterprise Module
Reference ID | GHA-GSS-GLSS-2005-v2.0 |
Year | 2005 - 2006 |
Country | Ghana |
Producer(s) | Ghana Statistical Service (GSS) - Office of the President |
Sponsor(s) | Government of Ghana - GOG - Funding World Bank - WB - Support European Union - EU - Support |
Metadata | Documentation in PDF |
Created on
Dec 15, 2008
Last modified
Mar 21, 2016
Page views
4814648
- sec0-Survey Informat
ion - sec1-Household Roste
r - sec2a- General Educa
tion - sec2b-Educational Ca
reer - sec2c-Literacy and A
pprenticeship - sec3a-Health Conditi
ons - sec3b- Preventive He
alth and Immunisatio
n - sec3c-Postnatal Care
- sec3d-Fertility-Pren
atal Care - sec3e-Contraceptive
Use and HIV and AIDS - sec3f-Insurance
- sec4a-Activity Statu
s and Charcteristics
of Main Job - sec4b-Characteristic
s of Secondary Occup
ation - sec4c-Underemploymen
t - sec4d-Unemployment
- sec4e-Characteristic
s of Main Occupation - sec4f-Secondary Occu
pation - sec4g-Employment Sea
rch - sec4h-Housekeeping A
ctivities - sec5a-Migration
- sec5b-Domestic and O
utbound Tourism - sec6-Screening Quest
ions for Agriculture - sec69-Screening Ques
tions for Non-farm E
nterprises - sec7-Housing Charact
eristics - secb0- Survey Inform
ation for PartB - secb1-Survey Informa
tion for PartB 2 - secb2-Survey Informa
tion for PartB3 - sec8a1-Agricultural
Assets-Land - sec8a2-Agricultural
Assets-Livestock and
Fishing - sec8a3-Agricultural
Assets-Equipment - sec8b-Farm and Land
Details - sec8c1-Harvest and D
isposal of Crops (st
aple grains) - sec8c2-Harvest and D
isposal of Crops (ro
ots, vegetables) - sec8d-Seasonality of
Sales and Purchases - sec8e-Other Agricult
ural Income - sec8f-Agricultural C
osts and Expenses - sec8g-Processing of
Agricltural Produce - sec8h-Consumption of
Own Produce - sec9a-Non-food Expen
ses (Less frequently
purchased items) - sec9b-Non Food Expen
ses (frequently purc
hased items) - sec9c-Food and Non F
ood Expenses - sec10a-Basic Charact
eristics of Non Farm
Enterprises - sec10b-Employment
- sec10c1-Wage Earning
s-First Enterprise - sec10c2-Wage Earning
s-Second Enterprise - sec10d1-Revenue of E
nterprise (closing s
tock) - sec10d2-Revenue of E
nterprise Engaged in
Wholesale - sec10d3-Revenue of E
nterprise - sec10d4-Preparation
and Sale of Meals - sec10e-Other Revenue
- sec10e1-Other Revenu
e-First Enterprise - sec10e2-Other Revenu
e- Second Enterprise - sec10f1-Expenditure
(opening stocks)-Fir
st Enterprise - sec10f2-Expenditure
(opening stocks)-Sec
ond Enterprise - sec10g1-Other Expend
iture-First Enterpri
se - sec10g2-Other Expend
iture- Second Enterp
rise - sec10h1-Assets of Fi
rst Enterprise - sec10h2-Assets of Se
cond Enterprise - sec10j-Net Income of
Enterprise - sec11a-Transfer Paym
ents made by Househo
lds - sec11b-Transfer Paym
ents Received by Hou
sehold - sec11c-Miscellaneous
Income - sec11d-Miscellaneous
Outgoings - sec12a-Credit
- sec12b-Assets and Du
rable Goods - sec12c-Savings
- com-sec0-Community I
nformation - com-sec1-Demographic
Information - com-sec21-Economy an
d Infrastructure 1 - com-sec22-Economy an
d Infrastructure 2 - com-sec23-Economy an
d Infrastructure 3 - com-sec31-Education
1 - com-sec32-Education
2 - com-sec33-Education
3 - com-sec41-Health 1
- com-sec42-Health 2
- com-sec43-Health 3
- com-sec51-Agricultur
e 1 - com-sec52-Agricultur
e 2
Data Description
Data File: com-sec33-Education 3
Content | Section 3:Education |
Cases | 396 |
Variable(s) | 31 |
Structure: | Type: relational Keys: comid (Community identification number) |
Producer | Ghana Statistical Service (GSS) |
Missing Data | Prior to 2008, missing data and not applicable data were left as blank. These values are not differentiated. The current policy is to identify the missing data as follows: -a coded value would be composed of 9s such that the entire length of the field is filled. For example a code of' '999' would be used for a missing field of three characters. -not applicable or skipped variables are left blank |
Processing Checks | All files have been checked for the following: 1. All variables have been clearly defined and labelled 2. All categories (value labels) have been clearly defined 3. All cases have unique identification (no duplicates) 4. The frequencies of expected respondents checked with the actual section and inconsistencies noted. 5. Skip patterns have been verified 6. Structure edits have been performed |
Variables
Name | Label | Question | |
clust | Cluster number | ||
comid | Community identification number | ||
region | Region | ||
cluster | Cluster number | ||
comno | Community number | ||
cs3q23a2 | type of school - school 1 | What is the name of the school? (School 1) | |
cs3q23b2 | type of school - school 2 | What is the name of the school? (School 2) | |
cs3q23c2 | type of school - school 3 | What is the name of the school? (School 3) | |
cs3q24a | is it public or private - school 1 | Is it public or private? (School 1) | |
cs3q24b | is it public or private - school 2 | Is it public or private? (School 2) | |
cs3q24c | is it public or private - school 3 | Is it public or private? (School 3) | |
cs3q25a | is it boys only, girls only or mixed-school 1 | Is it boys only, girls only, or mixed? (School 1) | |
cs3q25b | is it boys only, girls only or mixed-school 2 | Is it boys only, girls only, or mixed? (School 2 | |
cs3q25c | is it boys only, girls only or mixed-school 3 | Is it boys only, girls only, or mixed? (School 3) | |
cs3q26a | how many forms are there- school 1 | How many forms are there? (School 1) | |
cs3q26b | how many forms are there- school 2 | How many forms are there? (School 2) | |
cs3q26c | how many forms are there- school 3 | How many forms are there? (School 3) | |
cs3q27a | in what year was this school established-school 1 | In what year was this school estalbished? (School 1) | |
cs3q27b | in what year was this school established-school 2 | In what year was this school estalbished? (School 2) | |
cs3q27c | in what year was this school established-school 3 | In what year was this school estalbished? (School 3) | |
cs3q28a | what proportion of SSS students are enrolled - girls | About what proportion of the students of senior scondary or technical school going age (16-19 years) are enrolled? That is, is it (Girls) | |
cs3q28b | what proportion of SSS students are enrolled - boys | About what proportion of the students of senior scondary or technical school going age (16-19 years) are enrolled? That is, is it (Boys) | |
cs3q29 | is there or has there been adult literacy programme? | Is there, or has there been, an adult literacy program in this community? | |
cs3q30 | in what year was this programme launched? | In what year was this program launched? | |
cs3q31a | how many people attend these classes at present?-men | How many people attend these classes at present? (Men) | |
cs3q31b | how many people attend these classes at present?-women | How many people attend these classes at present? (Women) | |
cs3q31c | how many people attend these classes at present?-total | How many people attend these classes at present? (Total) | |
cs3q32a | what are the four most serious schooling problems-1st | What are the four most serious schooling problems from the point of view of the people in this community? (First) | |
cs3q32b | what are the four most serious schooling problems-2nd | What are the four most serious schooling problems from the point of view of the people in this community? (Second) | |
cs3q32c | what are the four most serious schooling problems-3rd | What are the four most serious schooling problems from the point of view of the people in this community? (Third) | |
cs3q32d | what are the four most serious schooling problems-4th | What are the four most serious schooling problems from the point of view of the people in this community? (Fourth) | |
Total variable(s):
31 |