1. Advanced EFSA Learning Programme Session 3.1. Situation Analysis Step 2 Qualitative Data Analysis in EFSA

2. Advanced EFSA Learning Programme Learning objectives After 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 2

3. Advanced EFSA Learning Programme Where are we? 3 EFSA Process Adapt conceptual framework & objectives Prepare analysis plan: indicators, data, sources Collect, review secondary data Collect primary data Conduct situation analysis Conduct forecast analysis Analyse response options Make response recommendations Prepare report

4. 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 key purposive selection of sites to visit often used although random site selection is also possible

5. 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.…

6. Advanced EFSA Learning Programme Food security analysis Info 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

7. Advanced EFSA Learning Programme Example of questions on food consumption QuestionAnswer 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: daily Bread: 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

8. Advanced EFSA Learning Programme Example of questions on food access QuestionsAnswers How, or from which sources, do families in this community usually get their food? The majority get it from production & purchase Approximately half of the food comes from purchase Is this change due to the crisis? Yes, crops were lost Those who can are buying, the poorest cannot How is the food situation of those families who ate poorly even before the crisis? Poor They have lost their crops They do not have money to buy How many of these families cannot access food? Proportional piling may be used All

9. Advanced EFSA Learning Programme Example of questions on coping strategies QuestionsAnswers 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……………

10. Advanced EFSA Learning Programme 1.Ask about the ways people obtain food, trying to reach estimates of proportions 2.Note the estimates in a table 3.Ask similarly about coping strategies 4.Ask about other characteristics of families at risk 5.Compile estimates in a table for the various communities 6.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

11. Advanced EFSA Learning Programme Compiling Qualitative Data for analysis – in summary tables: Findings from Secondary Data 11 Information Need (as per Analysis Plan) Organisation XX / Report#1 Organisation YY/ Report#2 Organisation ZZ Report#3 Topic 1 Topic 2 Topic 3

12. Advanced EFSA Learning Programme Compiling Qualitative Data for analysis in summary tables: Findings from Key Informants 12 Information Need (as per Analysis Plan) Key Informant #1 Key Informant #2 Key Informant #3 Topic 1 Topic 2 Topic 3

13. Advanced EFSA Learning Programme Compiling Qualitative Data for analysis in summary tables: Findings from Focus or Community Groups 13 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 1 Topic 2 Topic 3

14. Advanced EFSA Learning Programme Analyse tables (i.e. “the situation”) & summarize findings 14 Cite your sources Use good judgement If sources provide range of figures: include range in summary

15. Advanced EFSA Learning Programme Example of summary table Information 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 children HHs with no land HHs with no livestock HHs with little land HHs with little or no land HHs with few livestock HHs with few children

16. 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? 16

17. 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. 17