End Line Data Collection Report for an Impact Evaluation 3
ABSTRACT
MEASURE Evaluation, funded by the United States Agency for International Development, conducted a 
cluster-randomized impact evaluation of the “Improved Services for Vulnerable Populations” (ISVP) 
project, led by Global Communities in Rwanda. 
There were three treatment groups: 
1. Household economic strengthening (HES-only) group, which provides a core platform of 
financial interventions
2. Full ISVP group, which supplements the core platform of HES interventions with health, 
education, and skills-building services 
3. Control group, receiving no ISVP interventions 
The evaluation covered 12 districts. Initial data collection took place in mid-2017 and end line data 
collection in late 2018/early 2019. Methods were quantitative surveys at both time points of the same 
households and key informant interviews at end line with 36 community leaders and eight program staff. 
Final household survey sample sizes were 1,374 for full ISVP, 1,270 for HES-only, and 1,169 for control. 
We estimated program impact using difference-in-differences estimation and conducted qualitative 
thematic analysis. 
Results showed that, despite contamination and data collection timing limitations, the program was still 
able to effect significant change in health and economic strengthening. Each program group saw positive 
impact for seven outcomes and negative impact for one; the full ISVP also trended positive for an eighth 
outcome. If initial data collection had taken place prior to program start, the full ISVP likely would have 
shown impact on at least two other outcomes, outperforming HES-only. 
4 Rwanda’s Improved Services for Vulnerable Populations Project
ACKNOWLEDGMENTS
We thank the United States Agency for International Development (USAID) and the United States 
President’s Emergency Plan for AIDS Relief (PEPFAR) for their support of this work.
We are thankful to the many participants who gave us their time and energy, and to the local leaders and 
community staff who helped us in the field.
We thank the Government of Rwanda—particularly the Ministry of Local Government, Ministry of 
Gender, National Institute of Statistics Rwanda, and the Rwanda National Ethics Committee—for 
supporting this evaluation.
The National University of Rwanda, School of Public Health, conducted initial data collection and we 
thank Sabine Musange, Ina Kalisa, Albert Ndagijimana, Vedaste Ndahindwa, and the many enumerators 
and supervisors for their hard work. Incisive Africa conducted end line data collection and contributed to 
data interpretation and end line report development; Yvette Mugeni, Denyse Nyinawishuli, Gahunga 
Sudi, and the enumerators and supervisors deserve thanks for their dedication and quality contributions.
We thank the many stakeholder participants in the meeting to share and validate results in Kigali on 
August 7, 2019 for their help.
Daniel Handel of USAID was instrumental in developing the evaluation design and launching the 
evaluation. We thank Mary de Boer, Esron Niyonsaba, and Célestin Mutumayi, of USAID/Rwanda, and 
Lindsay Little (USAID) and Tona Isibo, Absolom Muramira, and other staff of the Improved Services for 
Vulnerable Populations Project for the great effort they put into communication, coordination, 
strategizing, and information sharing with the evaluation team. We also thank Ana Djapovic Scholl of the 
USAID/Office of HIV and AIDS and Christine Fu, formerly of USAID, for their management 
assistance.
A large, talented team at the USAID- and PEPFAR-funded MEASURE Evaluation project made this 
work possible: Martha Priedman-Skiles, who led initial design of the study; Jessica Fehringer, who led the 
evaluation team and study; Peter Lance, who led sample design and selection and end line impact 
analyses; Aimee Benson, who contributed significantly to survey design, led tablet programming and data 
cleaning, carried out data analysis, and contributed to data interpretation; Gustavo Angeles, who 
contributed to evaluation and survey design, guided consumption analyses, provided senior expertise on 
analyses in general, and contributed to data interpretation; Lisa Parker, who contributed to evaluation and 
survey design, and interpretation of findings; Lisa Marie Albert, who contributed to survey development, 
managed initial data collection survey development and carried out local staff training; Judy Tatwangire 
(consultant), who provided data collection quality control at both time points; Brittany Iskarpatyoti, who 
helped with writing; Abby Cannon, who helped manage the qualitative data analysis and with writing;
Madison Alexander, who helped with editing; and Becky Wilkes, for her work in mapping study sites.
Stacie Gobin completed the cost-effectiveness analysis (CEA) assessment and contributed to data 
analysis. Shaylen Foley managed remote data collection, data analysis, and report writing for the CEA. 
Lisa Parker, Lauren Morris, and Scott Moreland supported the CEA report writing and interpretation. 
Gabriela Escudero and Heather Davis assisted with logistics and management.
We thank MEASURE Evaluation’s knowledge management team, based at the University of North 
Carolina at Chapel Hill, for editorial, design, and production services.
Suggested citation
Fehringer, J., Lance, P., Ndirangu, K., Benson, A., Angeles, G., Parker, L. . . . Iskarpatyoti, B. (2019). 
Rwanda’s Improved Services for Vulnerable Populations Project: Impact Evaluation. End Line Report. 
Chapel Hill, NC, USA: MEASURE Evaluation.
End Line Data Collection Report for an Impact Evaluation 5
CONTENTS
Abstract ......................................................................................................................................................................... 3
Acknowledgments........................................................................................................................................................ 4
Abbreviations.............................................................................................................................................................. 13
Executive Summary................................................................................................................................................... 15
Introduction................................................................................................................................................................ 15
Research Questions and Methods........................................................................................................................... 15
Analysis.............................................................................................................................................................. 16
Results.......................................................................................................................................................................... 16
Limitations.................................................................................................................................................................. 19
Discussion................................................................................................................................................................... 20
Recommendations..................................................................................................................................................... 21
Conclusions................................................................................................................................................................. 22
Background................................................................................................................................................................. 27
Country Context ........................................................................................................................................................ 27
ISVP Project Strategy................................................................................................................................................ 27
Setting .......................................................................................................................................................................... 28
Underlying Development Hypothesis and Theory of Change ........................................................................... 28
Research Objectives and Questions........................................................................................................................ 29
Methods....................................................................................................................................................................... 31
Evaluation Design...................................................................................................................................................... 31
Study Population........................................................................................................................................................ 31
Sampling Frame and Design .................................................................................................................................... 31
Study Procedures ....................................................................................................................................................... 32
Ethical Considerations.............................................................................................................................................. 33
Analysis........................................................................................................................................................................ 33
Results.......................................................................................................................................................................... 34
Study Response Rates and Program Participation................................................................................................ 34
Participation in Other Programs............................................................................................................................. 34
Program Implementation and Community Perspectives .................................................................................... 35
Staff Perspectives............................................................................................................................................. 35
Community Context........................................................................................................................................ 36
Economic Strengthening .......................................................................................................................................... 37
Economic Outcomes—Household .............................................................................................................. 37
Household Consumption Patterns................................................................................................................ 41
Productive Assets............................................................................................................................................. 43
6 Rwanda’s Improved Services for Vulnerable Populations Project
Economic Outcomes—Youth....................................................................................................................... 43
Household Decision Making and Gender-Related Attitudes and Behaviors................................................... 44
Health........................................................................................................................................................................... 48
Child Health and Care ..................................................................................................................................... 48
Youth Health .................................................................................................................................................... 54
Caregiver Health............................................................................................................................................... 56
Education .................................................................................................................................................................... 57
Early Childhood Development...................................................................................................................... 57
Schooling ........................................................................................................................................................... 58
Cost-Effectiveness..................................................................................................................................................... 61
Total Costs........................................................................................................................................................ 62
Cost per Beneficiary......................................................................................................................................... 63
Cost-Effectiveness........................................................................................................................................... 64
Discussion................................................................................................................................................................... 66
Economic Strengthening .......................................................................................................................................... 66
Household Decision Making and Gender-Related Attitudes and Behaviors................................................... 66
Health........................................................................................................................................................................... 67
Education .................................................................................................................................................................... 68
Cost-Effectiveness..................................................................................................................................................... 68
Limitations.................................................................................................................................................................. 71
Recommendations..................................................................................................................................................... 74
Conclusions................................................................................................................................................................. 75
References................................................................................................................................................................... 76
Appendix A. Additional Methods........................................................................................................................... 78
Appendix B. Sector Assignments (Confidential) .................................................................................................. 89
Appendix C. Additional Tables............................................................................................................................... 92
Appendix D. Initial Study Protocol....................................................................................................................... 158
Appendix E. Disclosures of Conflicts of Interest............................................................................................... 190
Appendix F. Data Collection Tools...................................................................................................................... 202
Appendix G. Study Team....................................................................................................................................... 521
End Line Data Collection Report for an Impact Evaluation 7
FIGURES
Figure 1. Improved services for vulnerable population implementation districts........................................... 28
Figure 2. Theory of change, Twiyubake project.................................................................................................... 29
Figure 3. Households’ ability to meet basic needs (food, education, unexpected major expenses) ............. 29
Figure 4. Percentage of households with moderate or severe household hunger........................................... 39
Figure 5. Household livestock ownership.............................................................................................................. 40
Figure 6. Percentage of household consumption for food ................................................................................. 41
Figure 7. Percentage of household consumption for health............................................................................... 42
Figure 8. Percentage of household consumption for education......................................................................... 42
Figure 9. Percentage of youth ages 10–17 reporting new employment in past 6 months ............................. 43
Figure 10. Total married female caregivers reporting physical or sexual violence in past 12 months ......... 44
Figure 11. Female caregivers reporting joint or sole decision-making power on all six decisions................ 45
Figure 12. Percentage of caregivers agreeing harsh physical punishment is an appropriate means 
of discipline at home or school ............................................................................................................................... 46
Figure 13. Percentage distribution of high Gender Equitable Men scores among youth ages 13–17 ......... 47
Figure 14. Total birth registration at sector level (MER)..................................................................................... 48
Figure 15. Percentage of caregivers answering 5–6 nutrition test questions correctly.................................... 49
Figure 16. Total children ages 0–59 months monitored for growth at home or a health center in 
past 12 months........................................................................................................................................................... 50
Figure 17. Total children who meet minimum dietary diversity (4+ food groups1
) ....................................... 51
Figure 18. Children who meet minimum dietary diversity (4+ food groups1
), by age.................................... 52
Figure 19. Caregiver’s knowledge of child’s HIV status...................................................................................... 53
Figure 20. Total 10- to 17-year-old youth who know about strategies1
to prevent HIV ............................... 54
Figure 21. Youth ages 10–17 ever tested for HIV and knew their HIV status................................................ 55
Figure 22. Total caregivers who reported ever having had HIV test................................................................. 56
Figure 23. Total children ages 36–59 months attending early child development program.......................... 57
Figure 24. Among all children ages 13–17, percentage not missing any days of secondary school 
instruction during last full week of school............................................................................................................. 59
Figure 25. Among those children ages 7–17, percentage who progressed to a more advanced 
grade in current school year..................................................................................................................................... 60
Figure 26. Among children ages 13–17, percentage who graduated from primary school and 
returned to secondary school................................................................................................................................... 60
Figure 27. Linking cost inputs to effectiveness outcomes................................................................................... 62
Figure B.1. Map of study group assignments........................................................................................................ 89
Figure C.1. Total children too sick to participate in daily activities in the past two weeks, by study 
arm (MER)................................................................................................................................................................134
Figure C.2. Total children ages 0–59 months old with fever and treatment for fever within 
two weeks of interview............................................................................................................................................143
Figure C.3. Total children ages 0–59 months old with diarrhea and treatment within two weeks 
of interview...............................................................................................................................................................145
8 Rwanda’s Improved Services for Vulnerable Populations Project
Figure C.4. Youth ages 10–17 tested in past 12 months who knew their HIV status..................................146
Figure C.5. Total children ages 5–17 currently enrolled in school...................................................................150
Figure C.6. Percentage of children ages 13–17 currently enrolled in secondary school...............................150
Figure C.7. Among those children ages 13–17 currently enrolled in secondary school, percentage 
who did not miss any days of secondary school instruction during past full week of school.....................157
TABLES
Table 1. Summary of key findings........................................................................................................................... 16
Table 2. Summary of impact results, per DID estimation................................................................................... 23
Table 3. Summary of key outcomes at initial data collection and end line ....................................................... 25
Table 4. Primary and secondary outcomes for the evaluation............................................................................ 30
Table 5. Sampling goals............................................................................................................................................. 32
Table 6. Percentage of households with savings, end line................................................................................... 38
Table 7. Program impact results for household economic status outcomes, per DID estimation............... 40
Table 8. Mean and median daily consumption per capita (Rwandan francs)................................................... 41
Table 9. Program impact results for consumption shares, per DID estimation.............................................. 42
Table 10. Program impact results for intimate partner violence among married female 
caregivers, per DID estimation................................................................................................................................ 44
Table 11. Program impact for joint or sole decision making, per DID estimation......................................... 45
Table 12. Program impact on caregiver support of harsh child punishment, per DID estimation.............. 46
Table 13. Program impact on Gender Equitable Men Scale scores, per DID estimation ............................. 47
Table 14. Youth reports of experiencing any type of violence by a parent, caregiver, or other 
adult in community.................................................................................................................................................... 48
Table 15. Program impact results for birth registration at sector level, per DID estimation........................ 49
Table 16. Program impact for caregiver nutrition knowledge, per DID estimation....................................... 50
Table 17. Program impact results for child growth monitoring and nutrition services, per 
DID estimation .......................................................................................................................................................... 51
Table 18. Program impact results for children meeting minimum dietary diversity per 
DID estimation .......................................................................................................................................................... 52
Table 19. Caregiver’s knowledge of child’s HIV status—program impact ...................................................... 53
Table 20. Program impact results for youth HIV prevention knowledge, per DID estimation................... 54
Table 21. Program impact results for youth HIV testing, per DID estimation............................................... 55
Table 22. Program impact results for caregiver HIV testing, per DID estimation......................................... 56
Table 23. Program impact results, early childhood development, per DID estimation................................. 57
Table 24. Program impact, secondary school attendance, per DID estimation .............................................. 59
Table 25. Program impact results for school progression outcomes, per DID estimation ........................... 61
Table 26. Total cost and cost per beneficiary, by arm.......................................................................................... 63
End Line Data Collection Report for an Impact Evaluation 9
Table 27. DID results................................................................................................................................................ 64
Table 28. Cost-effectiveness results........................................................................................................................ 64
Table 29. Summary of key findings......................................................................................................................... 69
Table A.1. Key informant interviews by sex.......................................................................................................... 80
Table A.2. Program activities, by immediate result area ...................................................................................... 86
Table B.1. Study sectors and study group assignments........................................................................................ 90
Table C.1. Number of households, caregivers, ISLG members, and youth eligible for interview; 
number of interviews by completion status; and response rates, according to survey arm........................... 92
Table C.2. Twiyubake participation at end line in program areas—Percentage of households in 
program areas still participating in the Twiyubake program, according to background 
characteristics, by program area, Rwanda 2018 .................................................................................................... 93
Table C.3. Among those households no longer participating in Twiyubake, reasons given for why 
household left the program, by program area....................................................................................................... 94
Table C.4. Among households no longer participating in Twiyubake, amount of time household 
participated in Twiyubake, by program area.......................................................................................................... 94
Table C.5. Reported participation in the Gikukiro program............................................................................... 95
Table C.6. Percentage of households that had household member who received or accessed 
various items and services in past six months....................................................................................................... 96
Table C.7. Households receiving government or public economic supports.................................................. 97
Table C.8. Households receiving gifts from organizations other than Twiyubake ......................................... 98
Table C.9. Household population characteristics, per household survey ......................................................... 99
Table C.10. Household characteristics, per household survey .........................................................................100
Table C.11. Distribution of households, by wealth quintile..............................................................................101
Table C.12. Household characteristics: utilities, communication, location ....................................................101
Table C.13. Household characteristics: type of toilet/latrine facilities............................................................102
Table C.14. Household characteristics: source of drinking water....................................................................103
Table C.15. Soap/water presence in handwashing facility, per household.....................................................104
Table C.16. Connectivity and airtime totals, per household .............................................................................105
Table C.17. Mean time to reach selected health services, per household report...........................................105
Table C.18. Children’s caregiver arrangements and orphanhood ....................................................................106
Table C.19. Occupation of household head1
.......................................................................................................107
Table C.20. Working status of household head ..................................................................................................107
Table C.21. Percentage of children whose caregiver reported child has birth certificate.............................108
Table C.22. Percentage of children who have birth certificate observed by interviewer .............................108
Table C.23. Sex of caregivers .................................................................................................................................109
Table C.24. Caregiver characteristics: age and marital status............................................................................110
Table C.25. Caregiver characteristics: attended school and highest level of education completed ............111
Table C.26. Caregiver occupation status ..............................................................................................................112
10 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.27. Sex of interviewed youth ...................................................................................................................113
Table C.28. Age groups of youth 10- to 17-years-old........................................................................................113
Table C.29. Condom use among youth ages 10–17 who had sexual intercourse in past 12 months.........113
Table C.30. Primary caregiver of youth participant............................................................................................114
Table C.31. Age of integrated savings and lending group members, by study arm ......................................114
Table C.32. School attendance and educational attainment of integrated savings and lending 
group members ........................................................................................................................................................115
Table C.33. Percentage of households with savings, initial...............................................................................116
Table C.34. Percentage of households with savings and types of institutions, end line...............................116
Table C.35. Percentage of households with household hunger........................................................................117
Table C.36. Households’ ability to pay for unexpected household expenses (MER)...................................117
Table C.37. Percentage of household consumption accounted for, by consumption categories ...............118
Table C.38. Characteristics of youth ages 10–17 reporting new employment in the past six months.......118
Table C.39. Percentage of youth reporting having the skills needed to have a job, end line.......................119
Table C.40. New type of youth employment, totals by group; also, whether employment paid, 
totals by group..........................................................................................................................................................119
Table C.41. Household farm tools and agricultural assets ................................................................................120
Table C.42. Percentage of households that own land or cultivated a plot in past 12 months.....................121
Table C.43. Percentage of households that own land, end line........................................................................121
Table C.44. Characteristics of married female caregivers reporting physical or sexual violence 
in past 12 months.....................................................................................................................................................122
Table C.45. Characteristics of married female caregivers reporting physical violence in 
past 12 months.........................................................................................................................................................122
Table C.46. Characteristics of married female caregivers reporting sexual violence in past 12 months....123
Table C.47. Among married female caregivers reporting cash earnings, percentage who reported 
any physical or sexual violence perpetrated by their partner in past 12 months...........................................123
Table C.48. Among married female caregivers reporting spouse has cash earnings, percentage 
reporting any physical or sexual violence perpetrated by their partner in past 12 months..........................123
Table C.49. Female caregivers reporting joint or sole household decision-making power for 
various decisions......................................................................................................................................................124
Table C.50. Characteristics of female caregivers in full ISVP group who made some household 
decisions alone or jointly ........................................................................................................................................125
Table C.51. Characteristics of female caregivers in HES-only group who made some household 
decisions alone or jointly ........................................................................................................................................126
Table C.52. Characteristics of female caregivers in control group who made some household 
decisions alone or jointly ........................................................................................................................................127
Table C.53. Percentage distribution of currently married women who receive cash earnings from 
employment by person who decides how wife's cash earnings are used, according to survey arm...........128
Table C.54. Percentage distribution of currently married women whose husbands receive cash 
earnings by person who decides how husband's cash earnings are used, according to survey arm...........128
End Line Data Collection Report for an Impact Evaluation 11
Table C.55. Married female caregiver experience of violence, by her ability to make household 
decisions....................................................................................................................................................................129
Table C.56. Characteristics of caregivers who agree harsh physical punishment is appropriate 
means of discipline in the home or school (MER).............................................................................................129
Table C.57. Attitudes toward gender among youth—Among youth ages 13–17, percentage who 
completed the GEM scale on gender roles, percentage who totally agree with GEM statements ............130
Table C.58. Gender equitable men score, percentage distribution of scores, by age group ........................131
Table C.59. Percentage distribution of gender equitable men score band among youth ages 13–17 ........131
Table C.60. Youth report of witnessing violence in the home, end line.........................................................131
Table C.61. Age of youth at time of violence and relationship to perpetrator ..............................................132
Table C.62. Location and time of last violent act by parent/caregiver/adult in community, per 
youth report..............................................................................................................................................................132
Table C.63. Characteristics of caregivers who reported ever having had an HIV test .................................133
Table C.64. Percentage of caregivers reporting modern family planning use, by method...........................133
Table C.65. Caregiver ISLG participation and time spent with children........................................................134
Table C.66. Characteristics of children too sick to participate in daily activities in past two 
weeks (MER) ............................................................................................................................................................134
Table C.67. Characteristics of birth registration at sector level (MER)...........................................................135
Table C.68. Children whose caregiver reported child has a birth certificate ..................................................135
Table C.69. Children who have a birth certificate that was observed by interviewer...................................135
Table C.70. Infant and young child feeding practices for children ages 6–59 months.................................136
Table C.71. Characteristics of children ages 0–59 months that had growth monitoring events at 
home or a health center in past 12 months.........................................................................................................138
Table C.72. Characteristics of children ages 0–59 months monitored for growth at home or at 
a health center in past 12 months..........................................................................................................................139
Table C.73. Percentage of caregivers who gave correct responses to various nutrition knowledge 
questions....................................................................................................................................................................140
Table C.74. Percentage distribution of caregivers by number of correct responses given to 
questions of nutrition knowledge, by sex.............................................................................................................141
Table C.75. Child undernourishment, per mid-upper arm circumference .....................................................141
Table C.76. Characteristics of children ages 0–59 months old with fever and treatment for 
fever within two weeks of interview.....................................................................................................................142
Table C.77. Characteristics of children ages 0–59 months old with diarrhea and treatment 
within two weeks of interview...............................................................................................................................144
Table C.78. Caregivers’ knowledge of child’s HIV status (MER)....................................................................145
Table C.79. Characteristics of 10- to 17-year-old youth who know strategies to prevent HIV..................146
Table C.80. Youth ages 10–17 tested for HIV within past 12 months and knew their HIV status...........146
Table C.81. Youth ages 10–17 ever tested for HIV who knew their HIV status..........................................147
Table C.82. Sexual behavior among 10- to 17-year-old youth..........................................................................147
12 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.83. Percentage distribution of youth ages 10–17, by contraceptive method currently used.........148
Table C.84. Characteristics of children 36–59 months old attending ECD program...................................148
Table C.85. Characteristics of children under 5 who had a household member age 15 or older 
who engaged the child in any stimulating activities in past 3 days, MER.......................................................149
Table C.86. Characteristics of children under 5 who had a household member age 15 or older 
who engaged the child in at least 4 different stimulating activities in past 3 days, MER.............................149
Table C.87. Characteristics of children ages 5–17 currently enrolled in school.............................................150
Table C.88. Characteristics of children ages 13–17 currently enrolled in secondary school........................151
Table C.89. Among all children ages 5–17, percentage who did not miss any days of instruction 
during past full week of school (MER) ................................................................................................................151
Table C.90. Among all children ages 7–17, percentage who did not miss any days of instruction 
during past full week of school..............................................................................................................................152
Table C.91. Among children ages 7–17 currently not enrolled in school, percentage distribution 
of main reason given for why child is not enrolled............................................................................................152
Table C.92. Among children ages 7–17 currently enrolled in school and who missed at least one 
day during past week of instruction, percentage distribution of main reason given for that absence .......153
Table C.93. Among children ages 5–17 enrolled in school previous year, percentage who 
progressed to a more advanced grade in current school year (MER) .............................................................154
Table C.94. Characteristics of children ages 7–17 enrolled in school previous year who 
progressed to a more advanced grade in current school year...........................................................................154
Table C.95. Among children ages 13–17, percentage distribution of their progress within 
school from previous year......................................................................................................................................155
Table C.96. Characteristics of all children ages 13–17 who did not miss any days of 
secondary school instruction during past full week of school..........................................................................156
Table C.97. Among those children ages 13–17 currently enrolled in secondary school, percentage 
who did not miss any days of secondary school instruction during past full week of school.....................156
End Line Data Collection Report for an Impact Evaluation 13
ABBREVIATIONS
CEA cost-effectiveness analysis
CSOs Rwandan civil society organizations
DHS Demographic and Health Survey
DID difference-in-differences
DREAMS Determined Resilient Empowered AIDS-free and Mentored
ECD early childhood development
FANTA Food and Nutrition Technical Assistance project
GBV gender-based violence
GC Global Communities
GEM Gender Equitable Men Scale
HES household economic strengthening
HTC HIV testing and counseling
ICER incremental cost-effectiveness ratio
IP implementing partners
IPV intimate partner violence
IR immediate result
IRB institutional review board
ISLGs integrated savings and lending groups
ISVP Improved Services for Vulnerable Populations
IYCF infant and young child feeding
KII key informant interview
MER monitoring, evaluation, and reporting
MIGEPROF Ministry of Gender and Family Promotion
MOH Ministry of Health
MVC most vulnerable children list
NGO nongovernmental organization
NISR National Institute of Statistics Rwanda
OVC orphans and vulnerable children
PMTCT prevention of mother-to-child transmission
14 Rwanda’s Improved Services for Vulnerable Populations Project
SHRH sexual and reproductive health and rights
TVET technical and vocational education and training
UNAIDS Joint United Nations Programme on HIV/AIDS
UNC University of North Carolina
USAID United States Agency for International Development
VUP Vision 2020 Umurenge Programme
WASH water, sanitation, and hygiene
End Line Data Collection Report for an Impact Evaluation 15
EXECUTIVE SUMMARY 
Introduction
The Improved Services for Vulnerable Populations (ISVP) project, known locally as Twiyubake, aims to 
strengthen the capacity of target populations and communities to improve their health, nutrition, and 
well-being, especially orphans and vulnerable children (OVC), people living with HIV and AIDS, and 
economically vulnerable families. The ISVP is led by Global Communities (GC), along with international 
nongovernmental organizations (NGOs) and local civil society organizations (CSOs). Global 
Communities and its partners work within the Rwandan Ministries of Health (MOH) and Gender and 
Family Promotion (MIGEPROF) framework. ISVP is supported by the United States Agency for 
International Development (USAID) Rwanda Mission.
The USAID- and United States President’s Emergency Plan for AIDS Relief (PEPFAR)-funded 
MEASURE Evaluation project—with support from USAID/Rwanda and in collaboration with Insight 
Africa and the National University of Rwanda, College of Medicine and Health Sciences (NURCMHS) 
and School of Public Health (SPH)—conducted an impact evaluation of the ISVP project. The evaluation 
sought to measure the impact of the interventions on the health, education, and economic well-being of 
vulnerable children and their families. This report shares end line impact, trend, and cost-effectiveness 
results using data from the 2017 and 2018 surveys as well as costing data collected from ISVP. 
Research Questions and Methods
The ISVP evaluation was a prospective, cluster-randomized, controlled trial design, using a difference-in￾differences (DID) estimation strategy with fixed-effects modeling to evaluate the impact on economic, 
health, and education outcomes. Administrative sectors were randomly assigned to study groups receiving 
different intervention packages: (1) a household economic strengthening (HES)-only group, which 
provides a core platform of financial interventions; (2) a full ISVP group, which supplements the core 
platform of HES interventions with health, education, and skill-building services; and (3) a control group, 
which receive no ISVP interventions. The final number of assigned sectors ranged from 22 to 24: (1) full 
ISVP program, 23 sectors; (2) HES-only activities, 22 sectors; and (3) controls, 24 sectors.
The evaluation sought to answer three primary research questions:
(1) Does the full package of Twiyubake services (i.e., full ISVP) strengthen household economic status 
and provide additional support to motivate economically strengthened families to realize health and 
education benefits?
(2) Can HES-only activities provide the economic stability for households to access health and education 
services, and improve individual health and educational well-being?
(3) Which approach is more cost-effective, full ISVP or HES-only?
Initial household survey data were collected from April 2017 to July 2017, and September 2017. At that 
time, the program had been operating between 12 and 18 months in program areas. End line survey and 
qualitative data were collected from November 2018 to January 2019. This end line timing was selected 
because the program began implementation in early to mid-2016 and the program estimated that a two￾year exposure period was needed to see changes in longer-term outcomes. 
Program group households consisted of program beneficiaries sampled from beneficiary lists. Control 
group households consisted of vulnerable households sampled from the Government of Rwanda’s Most 
Vulnerable Children list. Within each selected household, we selected the following members for the 
study: (1) all eligible primary caregivers of children ages 0 to 17 years old, (2) the primary member of an 
16 Rwanda’s Improved Services for Vulnerable Populations Project
integrated savings and lending group (ISLG) (in the program groups), and (3) one randomly selected 10-
to 17-year-old. The final household sample sizes at end line were 1,374 for full ISVP, 1,270 for HES-only,
and 1,169 for control.
We conducted key informant interviews with 36 community leaders and 8 program staff at end line.
Analysis
We used quantitative methods to compare data on the primary outcome indicators in the full ISVP 
project intervention areas to those in the HES-only intervention and control areas. We conducted an 
estimation of program impact using DID estimation. To identify potential gender-related patterns in
outcomes, DID estimation included subgroup analyses, by sex (sex of household head, caregiver, and/or 
child, depending on outcome); only significant results are reported.
We processed qualitative transcripts through coding in the Dedoose qualitative software and matrix 
development to identify themes from key informant interviews (KIIs) and compare community KII 
themes across study groups.
Results
We summarize key findings in Table 1 below, according to evaluation question. Table 3 also presents the 
detailed impact results.
Table 1. Summary of key findings
Primary Evaluation Questions Key Findings
1. Does the full package of 
Twiyubake services 
strengthen household 
economic status and 
provide the additional 
support to motivate 
economically 
strengthened families to 
realize health and 
education benefits?
Economic strengthening 
• The percentage of households with moderate or severe 
household hunger decreased from 79.0 to 67.2 percent and was 
statistically significant for full ISVP (p=0.000). However, the DID 
model did not find that these changes were significant 
compared to control or HES-only. Households with male heads 
benefited more from the program (5 percentage points, p=0.084).
• The percentage of households able to meet basic needs 
increased significantly, from 547.7 to 62.3 percent for full ISVP 
(p=0.02). However, the DID model did not find that these changes 
to be significant.
• The percentage of households owning livestock increased 
significantly from 58.0 to 66.9 percent (p=0.000). The DID model 
found that the change for full ISVP households was 3.7 
percentage points higher than for control households (p=0.038).
• Full ISVP households saw decreases in the percentage of 
household consumption for food (49.4% to 46.5%, p=p=0.01), 
health (6.3% to 4.6%, p=0.001), and education (4.2% to 2.3%, 
p=0.001). The DID model found that the full ISVP program offered 
a protective effect for food shares of about 3 percent, whereas 
the percentage shares going to food did not decrease as much 
as for the control group (p=0.063). DID results also showed the 
change for full ISVP health shares was 1 percentage point smaller 
compared to control and HES-only (p=0.068 and p=0.041, 
respectively). DID results showed the change for full ISVP 
education shares was 1.7 percentage points smaller compared to 
control and 1.5 percentage points smaller than HES-only (p=0.000 
for both).
• The percentage of households with savings accounts at end line 
was highest for full ISVP (75 percent), followed by HES-only (64 
percent), and control (41 percent); the difference between full 
End Line Data Collection Report for an Impact Evaluation 17
Primary Evaluation Questions Key Findings
ISVP and both groups was statistically significant (p=0.000 for 
both).
Household decision making and gender-related attitudes and 
behaviors
• Support for harsh child punishment decreased significantly for full 
ISVP, from 46.3 percent to 32.4 percent, p=0.000). The DID model 
showed that the change over time was 16 points greater for full 
ISVP versus control (p=0.01) and 15 points greater compared to 
HES-only (p=0.000). 
• There were no other significant findings in this category.
Child health
• Birth registration increased significantly over time, from 85.2 to 90.8 
percent (p=0.000). The DID model showed that the full ISVP 
change was 4.4 percentage points smaller than that for HES-only 
(p=0.025).
• Caregiver’s knowledge of child HIV status decreased from 30.0 
percent to 26.8 percent (p=0.057); however, because the control 
values decreased more, the DID model showed a protective 
effect for full ISVP, with the full ISVP change being 6.4 percentage 
points less than for control (p-0.000).
Youth health
• Youth (ages 10–17) being testing for HIV increased from 26.7 
percent to 33.4 percent; results were significant (p=0.029). The DID 
model showed that the change for full ISVP was 4.8 percentage 
points greater than control (p=0.042). 
• The percentage of youth knowing about HIV prevention 
strategies slightly decreased from 40.9 to 35.5 percent, but this 
result was not statistically significant. Because HES-only values 
increased, however, the DID model showed that full ISVP youth 
had a 10 percentage point decrease relative to HES-only 
(p=0.009).
Caregiver health
• Caregiver reports of having tested for HIV increased from 63.1 
percent to 68.1 percent, but this result was not statistically 
significant. DID estimation showed that full ISVP increased by 2.6 
percentage points more than HES-only (p=0.111).
Education
• Early childhood development (ECD) attendance decreased for 
full ISVP, from 38.1 percent to 33 percent, but the change was not 
statistically significant. This change likely was because the end line 
survey did not capture in-home ECD, as the program had 
changed its ECD strategy before end line. At initial data 
collection, ECD attendance for full ISVP was much higher (likely 
because of program exposure before initial data collection) 
compared to both other groups and, over time, control ECD 
attendance increased slightly; because of these dynamics, the 
DID model showed a negative program impact for full ISVP 
compared to control (13.8 percentage points, p=0.009) and HES￾only(9.4 percentage points, p=0.085). 
• Regular secondary school attendance among 13- to 17-year-olds 
stayed relatively stable, going from 17.7 percent to 18.9 percent. 
DID estimation showed no program impact on this outcome.
• Full ISVP progression in school from the previous year decreased 
significantly, from 90.7 percent to 79.1 percent (p<0.001). The DID 
estimation showed no program impact on this outcome.
18 Rwanda’s Improved Services for Vulnerable Populations Project
Primary Evaluation Questions Key Findings
• Youth graduating from primary and returning to secondary school 
decreased slightly, from 13.0 to 10.0 percent, and was statistically 
significant (p<0.05). The DID estimation showed no program 
impact on this outcome; however, females showed a 14 percent 
increase, compared to males (p=0.088).
2. Can HES-only activities 
provide the economic 
stability for households to 
access health and 
education services, and 
improve individual health 
and educational well￾being?
Economic strengthening
• Moderate or severe household hunger stayed roughly the same; 
the DID model, however, showed that HES-only households 
reported a 5.3 percentage point decrease in moderate or severe 
hunger, compared to control (p=0.043).
• The percentage of household consumption for food, health, and 
education decreased but the result was not significant for HES￾only households. The DID model found that the HES-only program 
offered a protective effect for food shares of 3.1 percent, 
whereas the percentage of shares going to food did not 
decrease as much as for the control group (p=0.023). 
• The percentage of households with savings accounts at end line 
was higher for HES-only (64 percent) than control households (41 
percent); this difference was statistically significant (p=0.000).
• Ownership of livestock remained stable; the DID model did not 
find any significant differences between HES-only 
and control. 
Household decision making and gender-related attitudes 
and behaviors 
• There were no significant findings.
Child health
• HES-only saw increases in birth registration, from 79.3 percent to 
89.1 percent (p=0.000). The DID model found this increase was 3.9 
percentage points greater than that in the control group 
(p=0.039). 
• Caregiver nutrition knowledge increased significantly, from 15.9 
percent to 32.1 percent (p=0.002); the DID model showed HES￾only had a borderline statistically significant 7.6 percentage point 
greater change than control (p=0.073).
• Caregivers’ knowledge of a child’s HIV status decreased slightly 
over time, from 18.8 percent to 14.8 percent (p=0.110); the DID 
model showed a protective effect for HES-only, however, with 
those households being 3.9 percentage points higher relative to 
control (p=0.054).
Youth health
• HES-only youth knowledge of HIV prevention strategies had a 
slight, not statistically significant increase over time; the DID model 
showed that HES-only youth had an 11 percentage point increase 
relative to control youth (p=0.002).
• HES-only youth reported increases in ever testing for HIV, from 18.4 
percent to 29.1 percent (p=0.006). The DID model showed a 5.1 
percentage point increase relative to control youth (p=0.037).
Caregiver health
• HES-only caregiver reports of ever testing for HIV increased from 
42.4 percent to 60.4 percent (p=0.000). Because the control 
group experienced a greater increase, however, the DID model 
found that HES-only households had a 4.5 percentage point 
smaller increase compared to control.
End Line Data Collection Report for an Impact Evaluation 19
Primary Evaluation Questions Key Findings
Education
• There was a borderline statistically significant decrease in child 
ECD attendance, from 13.6 percent to 8.6 percent (p=0.084). The 
DID model showed no program impact on ECD attendance.
• HES-only children progressing in school from the previous year 
decreased from 83.8 to 71.7 percent (p=0.000). The DID model 
showed no program impact on this outcome.
• Females fared better on the outcome of regular secondary 
school attendance, compared to males (7 percentage points 
higher, p=0.003).
3. Which of these two 
approaches is more 
cost-effective?
Economic strengthening
• To increase the proportion of household consumption that is for 
food by 1 percent required $12.59 in the full ISVP group under IR 2 
and $9.35 in the HES-only group. HES-only was more cost￾effective.
• To reduce households reporting moderate or severe hunger by 1
percent in the HES-only intervention group compared to the 
control group costs $5.47 per beneficiary. This outcome was not 
significant for full ISVP.
Health
• To increase caregiver’s knowledge of child’s HIV status by 1 
percent in the full ISVP intervention group compared to the 
control group requires $7.84 per beneficiary, when considering 
the cost of the IR1 Household interventions, or $19.45 in the full 
package. HES-only did not show significant effects for this 
indicator.
• A 1 percent increase in youth reporting HIV testing cost $25.93 per 
beneficiary in the full ISVP group, $5.23 per beneficiary under only 
IR 3 programming in full ISVP compared to the control group, and 
$5.68 per beneficiary in the HES-only group compared to the 
control group. HES-only was more cost-effective unless you use 
only the IR3 cost for full ISVP in comparison.
Schooled
• No schooling outcomes showed significant effects.
Safe
• To see a 1 percent reduction in caregiver support for harsh 
punishment in school or home in the full ISVP group compared to 
the HES-only group cost an additional $6.58 per beneficiary. 
• A 1 percent reduction cost $7.93 per beneficiary in the full ISVP 
package compared to the control, only slightly more than the 
cost to achieve the same impact when comparing the two 
intervention arms to each other.
• HES did not have program impact on this outcome, so it is 
unclear which approach is more cost-effective.
Limitations
Program exposure prior to initial data collection, and length of program exposure overall being too short 
likely negatively influenced our ability to detect significant changes. The program components had been 
rolled out 12 to 18 months before data collection, so shorter-term outcomes were already likely affected 
at initial data collection. In addition, the end line was timed to correspond to 2 to 2.5 years of program 
exposure because at that time we expected a longer-term outcome realization, and many participants were 
20 Rwanda’s Improved Services for Vulnerable Populations Project
supposed to have graduated. (Twiyubake was envisioned as a 2- to 3-year program.) At end line, however, 
only a low percentage of participants reported having graduated from the program. 
The basic assumption of a DID analysis is that the program group would, in the absence of the program, 
have experienced a trend in outcomes parallel to that of the control group. It is not possible to directly 
test for violation of this assumption without pre-program data; as a solution, we controlled for differences 
in the trend experienced by the comparison group and what the program group would have experienced 
in the absence of the program. We did so with a regression version of the DID model that controls for 
changes over time in observed factors (such as community shocks) that could otherwise cause deviation 
from the “no program” trend. 
Although the sectors were randomized into study groups, results from balance testing at the time of initial 
data collection suggest that the control group differed from the program groups and the program groups 
differed from each other in some systematic ways. However, the DID model we used also controlled for 
such differences. 
Contamination is a concern. Control households reported some exposure to various services and 
information like that provided by the program, albeit at consistently lower levels than program arms; 
similarly, HES-only households reported exposure to such services and information, but at lower levels 
than that of full ISVP households.. Contamination by various government programs/donations was also 
found in all groups. Qualitative informants did not point to any programs that were systematically 
distributed in one arm versus another and randomization should mean that the effects of government 
interventions would have been equally distributed throughout the arms. However, this contamination 
may have made the group outcomes more similar than they would have been otherwise. It also negatively 
affects our confidence in attributing the observed changes to the programs.
All three groups had the same basic package of nutrition services offered by various projects under a 
nationwide government push, so nutrition-related results must be interpreted in light of this fact.
The sample size was powered to detect changes for two outcomes: progression from primary to 
secondary school and household hunger outcomes. The final study sample size was slightly smaller than 
planned, possibly limiting our ability to detect potential differences between groups for these outcomes if 
they were present.
Qualitative data from beneficiaries would have helped to elucidate some of the DID results.
Finally, there was a change in the local research implementing partner (IP) between initial data collection 
and end line. It is unlikely there were any systematic differences between fieldwork implementations, 
however, because there were no major changes in survey administration (tablet) or content between data 
collection points; there were only limited additional questions at end line. 
Discussion
Despite the study limitations, the program was still able to affect significant change in multiple program 
areas. Each program arm saw positive impacts for seven outcomes and a negative impact for one; full 
ISVP also trended positive for an eighth outcome but just missed statistical significance. If the initial data 
collection had taken place earlier prior to program start, full ISVP would have likely shown an impact on 
at least two other outcomes, clearly outshining HES-only. 
HES-only provided some economic stability to households and contributed to improvements in the 
health and economic strengthening primary outcomes, and several secondary child and youth health 
outcomes. This program had only a negative impact on caregiver reports of HIV testing and no impact 
on educational outcomes. Full ISVP strengthened economic status and contributed to improvements in 
End Line Data Collection Report for an Impact Evaluation 21
the health primary outcome as well as several secondary child, youth, economic strengthening, gender￾related attitudes, and caregiver health outcomes. Full ISVP households had better outcomes in savings 
and productive assets at end line compared to HES-only and control households. For several secondary 
outcomes, it appeared that full ISVP performed worse than HES-only or control groups. However, they
were outcomes for which the full ISVP group began at a much higher level compared to the other groups 
(due to initial data collection taking place after program start) and remained higher at end line. The late 
initial data collection (after program start) meant that the full ISVP group had already started seeing 
changes in outcomes related to program services before the evaluation period. Had there been a “clean” 
baseline, the full ISVP group likely would have seen positive impacts for these outcomes. Full ISVP did 
not contribute to educational well-being and appeared to have negative impacts on youth HIV prevention 
strategies. 
This study found moderate spending per beneficiary by the ISVP program but, when combined with the 
resulting impact for specific outcome measures, the cost of achieving improvements constitutes a 
relatively large proportion of national spending on health per person. Deciding whether it is worthwhile 
to spend this amount to achieve the corresponding outcomes is up to national governments, individual 
programs, or donors. There is evidence suggesting that some costly programs may be cost-effective in the 
long run by reducing more costly negative outcomes later (Foster, Jones, & Conduct Problems 
Prevention Research Group, 2006). 
When assessing the additive effects of the full ISVP program to the HES-only program, the impact was 
moderate, with the only cost-effective outcome being improved child safety. When interpreting the full￾ISVP cost-effectiveness analysis (CEA) ratios, it is important to remember that the costs included 
encompass a large volume of activities that may be unrelated to the outcome being considered. In some 
ways, the full ISVP costs by IR area are more comparable to the HES-only group than the total package. 
Recommendations
In light of these findings, we offer the following [preliminary] recommendations:
• To improve education outcomes, future programming should consider different approaches or 
increased exposure to current approaches under the education result area; schooling outcomes 
were the only category of outcomes unaffected by the program in the current study.
• To better affect change in youth job readiness and improved employment, future programming 
should consider different approaches or increased exposure to current approaches under this 
pillar; related outcomes in the current study were very low.
• Future ISLG programs should consider how to address program participant concern on starting 
amounts for ISLG group participation; this was the primary reported reason for program 
drop-out.
• To address gender-related findings, future programming should: 
o Consider how to better support households with female heads to decrease household 
hunger; in this study we found full ISVP worked better for households with male heads.
o Consider different approaches or increased exposure to current approaches to 
encouraging more equitable gender norms among boys; this evaluation did not find 
change in this area.
• USAID should consider conducting a qualitative study with beneficiaries 6+ months after 
graduation, comparing full ISVP and HES-only households; longer term follow-up of 
beneficiaries would help to understand whether full ISVP households have better sustainability 
of outcomes, considering their greater savings and livestock ownership at end line; it would also 
help to clarify some of the results and capture more nuanced changes that the study was unable 
to capture. For example, education outcomes were unaffected in both arms. It may be that any 
22 Rwanda’s Improved Services for Vulnerable Populations Project
impacts were just too small for our study to capture, but qualitative exploration could help to 
understand this.
• Considering the challenges this study encountered in the CEA, future complex OVC program 
CEA research should consider:
o Using cost utility analysis to assess the benefits of OVC programs using standardized 
and comparable measures like DALYS or QALYS instead of natural units used in CEA, 
i.e., caregiver knowledge of HIV status (Husereau, D., et al.). Use of non-natural units 
will make comparison to other programs easier but will not necessarily solve the issue 
of outcome sensitivity in complex programs. 
o Combined outcome measures could also be considered when looking at the cost of 
complex, packaged service programs. Combined outcomes may better measure the 
wrap-around effects that were difficult to identify or link to the costs to in this study.
o It could be prudent to consider similarly set up studies that have a narrower focus, 
randomizing beneficiary households to exposure to specific activities; for example, if one 
aims to increase HIV testing, consider assessing the impact of risk assessments and 
referrals during home visiting compared to index patient testing. Costs in this context 
would have to be collected in an entirely bottom-up manner, an endeavor that is both 
more time consuming and expensive than the approach used in this study.
Conclusions
Contamination by government programs and timing limitations likely minimized the differences observed 
between groups. Despite this, the evaluation found positive impact for both program groups. HES-only 
drove change in the primary economic strengthening and health outcomes, whereas full ISVP shifted only 
the primary health outcome; the trend for the economic strengthening outcome in full ISVP was similar 
to that of HES-only, but just barely missed the statistical significance cutoff.. The primary education 
outcome was not changed by either program. Both programs positively affected some secondary 
outcomes, including several child and youth HIV outcomes; each program also uniquely affected a few 
outcomes. Several secondary outcomes appeared to be negatively impacted by the full ISVP program, 
likely because of the late initial data collection period (after program activities had begun). Last, full ISVP 
households had greater savings and productive assets at end line. Over time, these greater savings and 
productive assets may help full ISVP households better ensure the sustainability of outcomes and achieve 
other outcome shifts. 
The full ISVP program was more cost-effective only for achieving improvement in one outcome—youth 
reporting of being tested for HIV in the last 12 months and knowing result—and only if using IR3 costs 
alone. Because end-line data collection took place before most households graduated from the programs, 
however, these results may not reflect the long term cost-effectiveness of the program. . . Further follow￾up with beneficiaries would be helpful to clarify this.
End Line Data Collection Report for an Impact Evaluation 23
Table 2. Summary of impact results, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Economic strengthening
Households with moderate or 
severe household hunger 
None
(-0.050)
p=0.122
Positive
(-0.053)*
p=0.043
None
(-0.016)
p=0.928
Households able to meet 
basic needs (school, food, 
major unexpected expenses)
None
(0.020)
p=0.658
None
(0.045)
p=0.314
None
(-0.026)
p=0.488
Food shares (% of household 
consumption for food)
Increase
(0.026+)
p=0.063
Increase
(0.031*)
p=0.023
None
(-0.005)
p=0.681
Health shares (% of 
household consumption for 
health)
Decrease
(-0.009+)
p=0.068
None
(0.001)
p=0.873
Decrease
(-0.009*)
p=0.041
Education shares (% of 
household consumption for 
education)
Decrease
(-0.017***)
p=0.000
None
(-0.002)
p=0.582
Decrease
(-0.015***)
p=0.000
Household owns livestock
Positive 
(0.037)*
p-0.038
None 
(0.016)
p=0.529
None 
(0.041)
p=0.105
Household decision making and gender-related attitudes and behaviors
Any physical or sexual 
violence against female 
caregiver
None
(0.005)
p=0.892
None
(0.031)
p=0.476
None
(-0.025)
p=0.502
Any physical violence 
against female caregiver
None
(-0.021)
p=0.584
None
(-0.004)
p=0.926
None
(-0.017)
p=0.629
Any sexual violence against 
female caregiver
None
(0.023)
p=0.456
None
(0.024)
p=0.477
None
(-0.001)
p=0.977
Joint or sole decision-making
power on all six decisions
None
(0.017)
p=0.573
None
(-0.003)
p=0.911
None
(0.020)
p=0.453
Support for harsh punishment 
in school or at home
Decrease
(-0.157**)
p=0.001
None
(-0.012)
p=0.802
Decrease
(-0.145***)
p=0.000
Youth reporting high gender 
equitable beliefs, per 
Gender Equitable Men 
(GEM) Scale score
None
(-0.013)
p=0.797
None
(-0.041)
p=0.802
None
(0.145)
p=0.555
Health
Child health
24 Rwanda’s Improved Services for Vulnerable Populations Project
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Children ages 0–17 for whom 
caregivers report birth was 
registered at the sector level
None
(-0.005)
p=0.773
Increase
(0.039*)
p=0.039
Decrease
(-0.044*)
p=0.025
Nutrition knowledge
None
(0.054)
p=0.156
Increase
(0.076+)
p=0.073
None
(-0.022)
p=0.621
Children ages 0–59 months 
receiving growth monitoring 
and nutrition services
None
(-0.028)
p=0.529
None
(0.009)
p=0.830
None
(-0.037)
p=0.392
Percentage of children ages 
6–59 months who meet 
minimum dietary diversity
None
(0.026)
p=0.536
None
(0.047)
p=0.285
None
(-0.021)
p=0.611
Caregiver’s knowledge of 
child’s HIV status
Increase
(0.064***)
p=0.000
Increase
(0.039*)
p=0.054
None
(0.026)
p=0.152
Youth knowledge of HIV 
prevention behaviors
None
(0.009)
p=0.821
Increase
(0.110**)
p=0.002
Decrease
(-0.102**)
p=0.009
Youth (10- to 17-year-olds) 
ever tested for HIV (youth 
report)
Increase
(0.048*)
p=0.042
Increase
(0.051*)
p=0.037
None
(0.001)
p=0.890
Caregiver health
Caregiver ever tested for HIV 
None
-0.019
(p=0.322)
Decrease
-0.045
(p=0.037*)
Increase
0.026
(p=0.111+)
Education
Early childhood development
Children ages 36–59 months 
attending early childhood 
development program
Decrease
(-0.138**)
p=0.009
None
(-0.043)
p=0.276
Decrease
(-0.094+)
p=0.085
Schooling 
Regular secondary school 
attendance among 13- to 
17-year-olds
None
(-0.027)
p=-0.192
None
(-0.027)
p= 0.126
None
(-0.001)
p=0.977
School-age children who 
progressed in school from 
previous year
None
(0.016)
p=0.435
None
(0.017)
p=0.452
None
(-0.002)
p=0.940
Youth graduating from 
primary school and returning 
to secondary school
None
(-0.086)
p=0.244
None
(-0.057)
p=0.487
None
(-0.028)
p=0.682
+ Borderline statistically significant at p<0.10.
* Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.01.
End Line Data Collection Report for an Impact Evaluation 25
Table 3. Summary of key outcomes at initial data collection and end line
Outcome
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Economic strengthening
Households with moderate or severe 
household hunger 79 67.2*** 72.4 69.3 66.4 62.6+
Households able to meet basic needs 
(school, food, major unexpected expenses) 54.7 62.3* 60.4 69.3+ 60.5 68.5
Food shares (% of household consumption 
for food) 49.4 46.5** 51.5 49.7+ 54 50.4+
Health shares (% of household consumption 
for health) 6.3 4.6*** 5.1 4.5 4.7 4.2+
Education shares (% of household 
consumption for education) 4.2 2.3*** 2.2 1.7 2.2 2.1
Household owns livestock 58 66.9*** 57 59.9 61.4 65.9+
Households has a savings account1 NA 75.1***+++ NA 63.5*** NA 41.2
Household decision making and gender-related attitudes and behaviors
Any physical or sexual violence against 
female caregiver 18.7 20.4 25.6 24.3 19.8 20.5
Any physical violence against female 
caregiver 14 14.6 21 17.4 14.6 18
Any sexual violence against female 
caregiver 10.7 12.5 11.8 13.4 9.7 8
Joint or sole decision-making power on all 
six decisions 77.9 76.7 84.3 80.7 76.7 75.8
Support for harsh punishment in school or 
at home 46.3 32.4*** 36.8 34.8 39.5 43
Youth reporting high gender equitable 
beliefs, per GEM Scale score 24.9 20.7 15.8 19.8 16.3 20.9
Health
Child health
Children ages 0–17 for whom caregivers 
report birth was registered at the sector 
level
85.2 90.8*** 79.3 89.1*** 84.8 91***
Nutrition knowledge 16.3 15.9** 15.9 32.1** 11.5 24.6***
Children ages 0–59 months receiving 
growth monitoring and nutrition services 71.1 83.2*** 60.9 83.1*** 66.9 77.7***
Percentage of children ages 6–59 months
who meet minimum dietary diversity 32.3 61.5*** 34.4 50.5+ 34.3 56.4***
Caregiver’s knowledge of child’s HIV 
status 30 26.8+ 18.8 14.8+ 16.9 10.5***
Youth knowledge of HIV prevention 
behaviors 40.9 35.5 32.5 36.3 39.2 34.6
Youth (10- to 17-year-olds) ever tested for 
HIV (youth report) 26.7 33.4* 18.4 29.1** 18.4 15.9
Caregiver health
Caregiver ever tested for HIV 63.1 68.1 42.4 60.4*** 39.9 60.4***
1 Data from end line only, and statistical tests were for between groups at end line. *** denotes p<0.001, compared 
to control, and +++ denotes p<0.001, compared to HES-only.
26 Rwanda’s Improved Services for Vulnerable Populations Project
Outcome
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Education
Early childhood development
Children ages 36–59 months attending 
early childhood development program 38.1 33 13.6 8.6+ 11.6 15.4
Schooling
Regular secondary school 
attendance among 13- to 17-year-olds 17.7 18.9 9.6 10.7 16.1 16.9
School-age children who progressed in 
school from previous year 90.7 79.1*** 83.8 71.7*** 89.1 75.7***
Youth graduating from primary school 
and returning to secondary school 13.0 10.0* 6.0 5.9 9.3 8.2
+ Borderline statistically significant at p<0.10.
* Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.01.
End Line Data Collection Report for an Impact Evaluation 27
BACKGROUND
Country Context
Rwanda has achieved remarkable progress in economic growth, poverty reduction, and HIV prevention 
over the past decade. With a gross domestic product per capita nearly tripling, from US$211 in 2001 to 
US$719 in 2014, the percentage of the population living below the national poverty line decreased from 
56.7 percent to 39.1 percent in 2013 (NISR, 2015). Prevalence of HIV has decreased similarly, from 5 
percent of the population in 2001 to about 3 percent of the population in 2016 (World Bank Group, 
2017). However, significant challenges to health and development remain, particularly among vulnerable 
populations, such as OVC, people living with HIV/AIDS, out-of-school youth, and very poor or female￾headed households.
Although little data exist on the health outcomes of vulnerable populations, it is known that poverty and 
HIV/AIDS limit the capacity of Rwandan families and communities to support their most vulnerable 
members, and that youth and women are disproportionately affected by the HIV/AIDs epidemic. 
Twenty-five percent of Rwandan households include foster or orphan children. In 2008, nearly one-fifth 
of orphans lost parents because of HIV/AIDS (ICF International, 2016; National AIDS Control 
Commission [CNLS], 2009). School attendance was lower among OVC (83%) than among children with 
both parents (95%), and just 12.6 percent of households with OVC received any type of external support 
in 2005 (DHS, 2016; CNLS, 2009). Moreover, among adult people living with HIV/AIDS, 20.4 percent 
were unemployed in 2008, and 59 percent had no food for at least one day (CNLS, 2009). 
The ISVP project, known locally as the Twiyubake program, is conducted by GC; its international 
consortium partners AVSI, PLAN-International, and Partners in Health; and Rwandan CSOs. GC and its 
partners work within the Rwandan MOH and MIGEPROF framework. The overarching goal of the 
ISVP project is to improve the protection of vulnerable populations against adverse circumstances, thus 
contributing to reducing the risk and impact of HIV/AIDS and other health conditions for the most 
vulnerable populations.
The USAID- and PEPFAR-funded MEASURE Evaluation project, with the support of 
USAID/Rwanda, conducted an impact evaluation of the ISVP project. MEASURE Evaluation used a
prospective, cluster-randomized controlled trial to measure the impact of a comprehensive package of 
program activities on the relevant outcomes for children, adolescents, and caregivers. Specifically, the 
evaluation investigated the extent to which HES-only interventions, compared to full ISVP interventions 
improved the health, education, and economic well-being of vulnerable children and their families. The 
evaluation determined the relative contribution of HES-only efforts to achieve the project’s objectives 
and goals. It also examined the cost-effectiveness of the two approaches. The results of the impact 
evaluation contribute to the evidence base on support to vulnerable populations and their families in 
HES-only interventions, and inform policy formation and subsequent program designs beyond the ISVP 
project. 
ISVP Project Strategy
The foundation of the Twiyubake strategy are four core HES-only interventions: (1) ISLGs, (2) financial 
education, (3) micro (one owner and fewer than five employees) and small (more than five employees) 
enterprises and cooperatives, and (4) activities to improve intra-household communication and joint 
economic decision making. Locally formed ISLGs provide the opportunity for members to grow 
household assets and access emergency funds. Financial education for the ISLG members teaches money 
management skills, such as savings, debt management, budgeting, bank services, and financial negotiation.
The savings groups are also a platform for educating beneficiaries on a variety of relevant health topics, 
28 Rwanda’s Improved Services for Vulnerable Populations Project
including HIV prevention, positive parenting, family planning, and sanitation and hygiene. The 
development of micro and small enterprises and cooperatives is promoted to ISLG members, who 
receive instructional materials on basic market analysis and resources.
Along with these four core HES-only interventions, Twiyubake implements and promotes several 
additional activities. Using a case management approach, Twiyubake works with families to identify 
economic, health, and education needs, and then promotes or refers members to services, as appropriate. 
Some of these additional activities include health promotion and referrals, early childhood development,
sexual and reproductive health education, and youth vocational training, as well as education support 
packages. The project aims to address four intermediate results: (1) increased capacity of families and 
communities to provide healthy, nurturing, and engaging environments for vulnerable children less than 
five years old; (2) decreased family economic vulnerability; (3) increased knowledge, attitudes, skills, 
aspirations, and confidence of adolescents transitioning to adulthood; and (4) increased capacity of 
communities to provide essential preventative and protective services to vulnerable families and children.
Setting
The ISVP project is ongoing in 12 districts in Rwanda (Figure 1) and 75 sectors within those districts. 
Within each selected sector, all cells and villages are targeted over the life of the project. We chose these
districts because of their high HIV prevalence. We based the selection of the 75 sectors on a mapping of 
other USAID-funded projects with OVC; we selected those with little or no USAID investment. 
Figure 1. Improved services for vulnerable population implementation districts
Underlying Development Hypothesis and Theory of Change
The ISVP theory of change (Figure 2) is grounded in the assumption that health, economic 
empowerment, and education are intertwined, and these factors must be addressed comprehensively to 
both reduce the risk and mitigate the impact of HIV/AIDS and other adverse health outcomes. HES, 
End Line Data Collection Report for an Impact Evaluation 29
provided through a central platform of financial interventions, equips participating households with the 
requisite knowledge, resources, and stability to act on the advice and referrals provided by additional 
health and educational services. Thus, the ISVP program promotes the health and well-being of 
vulnerable populations by increasing the capacity of households and communities to support the health, 
education, and economic growth of OVC, people living with HIV/AIDS, and other vulnerable members.
The HES-only interventions promote economic empowerment, helping households to budget, save, and 
target consumption to promote the health and education of vulnerable members.
Three additional intervention types, depending on the study group, supplement the HES-only core
activities: (1) household interventions, including health promotion and hygiene and sanitation education; 
(2) early childhood development interventions, including parenting education support (including material 
items such as lanterns) and early childhood education; and (3) adolescent interventions, including 
education, work readiness, youth ISLGs, and sexual and reproductive health and gender-based violence 
(GBV) education and referrals. By matching needs to services using a case management approach, ISVP 
provides participating households with individualized health and educational services. 
Figure 2. Theory of change, Twiyubake project
GBV: gender-based violence; ISLG: integrated savings and lending groups; SRH: sexual 
and reproductive health; WASH: water, sanitation, and hygiene.
Research Objectives and Questions
This impact evaluation sought to measure the impact of the ISVP project interventions on the health, 
education, and economic well-being of vulnerable children and their families. The objectives of the 
impact evaluations were to answer these research questions: 
1. Does the full package of Twiyubake services (henceforth, “full ISVP”) strengthen household 
economic status and provide the additional support to motivate economically strengthened families 
to realize health and education benefits?
30 Rwanda’s Improved Services for Vulnerable Populations Project
2. Can HES-only activities provide the economic stability for households to access health and 
education services and improve individual health and educational well-being?
3. Which of these two approaches is more cost-effective?
To answer these research questions, we measured primary and secondary outcomes to provide insight 
into the effects of the program along the causal pathway. The primary project outcomes cover three 
substantive areas: economic strengthening or resilience, health, and education. Table 4 depicts the primary 
and secondary outcomes of the evaluation. We selected these outcomes in consultation with 
USAID/Rwanda and the ISVP program, with the rationale that they were essential intermediate 
outcomes and impacts that ISVP anticipated over the study period.
Table 4. Primary and secondary outcomes for the evaluation
In response to outcome monitoring requirements from the United States President’s Emergency Plan for 
AIDS Relief (PEPFAR) for OVC programs, we embedded a collection of the nine PEPFAR monitoring, 
evaluation, and research (MER) OVC essential indicators (MEASURE Evaluation, 2015) for outcome 
monitoring in the impact evaluation data collection tools. 
We assessed cost-effectiveness at end line by linking cost data provided by the program with effectiveness 
data from the DID analysis to calculate cost-effectiveness measures.
Primary outcomes Secondary outcomes
• Economic strengthening: Percentage of 
households with moderate or severe 
household hunger, utilizing a hunger scale 
created by FANTA (Food and Nutrition 
Technical Assistance project) and used in the 
USAID Feed the Future project.
• Education: Percentage of 13- to 17-year-olds 
with regular school attendance, a binary 
indicator for no missed days during the past 
week of instruction.
• Health: Percentage of children ages 0–17 
years whose caregiver knew their HIV status.
• Household consumption patterns
• Individual economic outcomes
• Household decision making and gender￾related attitudes and behaviors
• Use of health and social services
• Nutrition knowledge and behavior
• Youth HIV knowledge and reproductive 
health 
• Early childhood development
• Education 
End Line Data Collection Report for an Impact Evaluation 31
METHODS
Evaluation Design
The ISVP project has targeted reaching at least 50,000 households. To achieve this target, three cohorts 
from 75 sectors were enrolled in the project. Twiyubake contracted with local Rwandan partner 
organizations to enroll and support three household cohorts from the selected 75 sectors. We used a
prospective, cluster-randomized, controlled trial design and a DID-estimation strategy with fixed-effects 
modeling to evaluate the impact for Cohort 1 on economic, health, and education outcomes:
a. Full ISVP program vs. HES-only program
b. Full ISP vs. control 
c. HES-only program vs. control
We conducted two rounds of population-based survey data collection. Initial data collection occurred 
from April 2017 to July 2017, and September 2017. Data collection at the initial time point was from
sampled households from enrolled beneficiary lists in intervention sectors. The control group was 
randomly sampled from households on the most vulnerable children (MVC) list developed by the 
National Commission for Children (NCC), but living in sectors assigned to the control group. At end 
line, between November 2018 and January 2019, we again tracked and surveyed households that had been 
surveyed at initial data collection. We selected this end line timing because the program began 
implementation in early to mid-2016 (depending on the component), and program management estimated 
that a two-year exposure period was needed to see changes in longer-term outcomes. We also conducted 
qualitative KIIs at end line. See Appendix B for the complete list of sectors and study group assignments. 
Study Population
The group population for the study program comprised two primary groups. The first group was 
composed of economically vulnerable households identified for participation based on their inclusion in 
the MVC list developed by the NCC in partnership with OVC partners. The second group comprised 
OVC and people living with HIV/AIDS identified by service providers as eligible for household 
recruitment because they would benefit from participation in the program. Within both groups, heads of 
households, primary caregivers of children less than 18 years old, and youth ages 10–17 years were eligible 
to participate. The program applied an elaborate scoring tool to identify those most vulnerable based on 
five factors: education, malnutrition, parental situation, parent employment, and protection. In each 
program area, if the number of children on the MVC list was greater than the target number of 
beneficiaries for that area, ISVP prioritized children based on their vulnerability assessment.
The control area population comprised households on the MVC list or in Ubedehe one or two without 
further prioritization.
There were no exclusion criteria for the program area; any household on the program beneficiary list as of 
July 2016 could be sampled for the evaluation. For the control area, we excluded households without a 
child on the MVC list or not in Ubedehe one or two.
Sampling Frame and Design 
To accurately capture program impact, we selected samples of sufficient size to achieve the primary 
objectives of the study. Sample size estimation for this survey was motivated by the need to detect certain 
potential differences in population values for key indicators between program and control areas at end 
line. There were two key indicators:
32 Rwanda’s Improved Services for Vulnerable Populations Project
• Indicator 1: Percentage of 13- to 17-year-olds with regular school attendance
• Indicator 2: Percentage of households with moderate or severe hunger
In Table 5, we indicate the sampling goals for each of these key indicators. For instance, the goal for 
Indicator 1 was to detect a difference in the population value of 15.1 percentage points (from 13% in the 
control population to 28.1% in the full ISVP populations) at follow-up.
Table 5. Sampling goals
Indicators
Study populations, %
Full ISVP HES-only Control
Indicator 1 28.1 20.0 13.0
Indicator 2 24.9 33.6 43.0
Assuming power equal to 0.8 and alpha equal to 0.05 to achieve the sampling goals required, we
determined that we needed a sample of about 1,380 households in each domain (full ISVP, HES-only, 
and control) at end line. Given the longitudinal design of the data, having 1,380 households per domain at 
end line required some accommodation for attrition from initial data collection to end line. Assuming 
attrition of around 8 percent, we had to select 1,500 households in each domain at initial data collection. 
Thus, we aimed to select an overall sample of 4,500 households at initial data collection.
The study area was split into different study groups. We accomplished this split via randomization. 
Specifically, we made a draw from the uniform distribution for each of the 99 sectors contained within 
the study area. They were then assigned to study groups per their rank according to their draw from the 
uniform distribution. We randomly selected and distributed 69 sectors across domains: (1) full ISVP 
program, 23 sectors; (2) HES-only activities, 22 sectors; and (3) control, 24 sectors.
Within each selected household, we selected the following members for the study: (1) all eligible primary 
caregivers of children ages 0–17 years old, (2) the primary ISLG member (in the program groups), and (3) 
one randomly selected 10- to 17-year-oldat each data collection point (i.e., respondent at end line, may 
have been different youth).
A detailed explanation of the sampling methods is provided in Appendix A, covering calculation of 
sample sizes and the creation of the sampling frame. The final household sample sizes at initial data 
collection were 1,428 for the full ISVP group, 1,309 for HES-only, and 1,216 for control. The same 
households were interviewed at end line; no additional households were added. The final household 
sample sizes at end line were 1,374 for full ISVP, 1,270 for HES-only, and 1,169 for control.
Study Procedures
We collected quantitative data through in-person interviews, with participant responses recorded on 
Microsoft Windows tablets. Data collectors were trained to administer the surveys and protect human 
subjects. We used four questionnaires―household, caregiver, youth, and ISLG―for the household and 
individual data collection at both time points. The household and caregiver questionnaires were 
administered to the primary caregivers of children in the household under 18 years of age. The youth 
questionnaire was administered to one randomly selected child or youth in the household between the 
ages of 10 and 17. The ISLG questionnaire was administered to the main household member (adult or 
youth) who regularly attended the ISLG group meetings. See Appendix A for further details on the 
questionnaire topics covered. Survey and consent forms were created in English and later translated into 
Kinyarwanda for implementation. (See Appendix F for questionnaires used for data collection.)
End Line Data Collection Report for an Impact Evaluation 33
Qualitative data collection was through KIIs with program staff and community leaders at end line only. 
We purposefully selected villages within the districts, and the evaluation team interviewed community 
leaders, such as village heads, community health workers, and other prominent community members with 
knowledge of health-related activities in the area that may have influenced key study outcomes.
The evaluation team used two interview guides to interview community leaders, community health 
workers, and ISVP program/subcontractor staff at national and regional levels. The guides were created 
in English and translated into Kinyarwanda. (See Appendix A for further details on the topics covered.)
Ethical Considerations
We obtained a human subject review of the complete study protocol and data collection instruments 
from the Rwanda National Ethics Committee and UNC-Chapel Hill Institutional Review Board (IRB) 
before data collection at both data collection time points. In addition, the team obtained a survey visa 
from the National Institute of Statistics Rwanda (NISR). For details on data management and security 
and confidentiality, see Appendix A.
The study obtained informed consent from all participants. Special population considerations were 
needed. For adolescents, parental or caregiver consent was required in addition to the consent of the 
participating adolescent. For female caregivers and youth responding to violence questions, the team 
followed the World Health Organization’s (2001) ethical and safety recommendations for research on 
intimate partner violence (IPV). For details on these procedures, see Appendix A.
Analysis
We used quantitative methods to compare data on the key outcome indicators in the full ISVP project 
intervention areas to those in the HES-only intervention and control areas, using STATA 15.1. Analyses 
included basic descriptive frequencies and some statistical testing of mean differences at end line. To 
examine changes in means within groups over time, we used cluster bootstrapping. We tested the 
difference in means between treatment and control groups using a regression model for selected 
indicators collected only at end line. We report indicators as either percentages or means, and weighted
them using the sampling weights.
We determined the impact of the ISVP interventions on selected health, education, and economic 
outcomes using the DID model. This model identifies the impact of a program as the difference between 
a sample of participants and a control of nonparticipants regarding the trends each experienced in an 
outcome from baseline (before program implementation) to end line (after program implementation). See 
Appendix A for further details.
We collected qualitative data only at end line and it was limited in scope. The interviewers audio taped, 
transcribed, and translated the KIIs. Data from completed transcripts were entered into Dedoose, a 
qualitative data software program, and Microsoft Excel. Researchers coded the transcripts of the KIIs 
using deductive codes stemming from the interview guide topics. They used broad code categories, rather 
than detailed, line-by-line coding. We then reviewed content by code to assess emerging themes. For the 
community KIIs, we also compared codes across the three study groups to determine whether any 
differences existed between them. Last, researchers synthesized the themes into an initial draft report of 
qualitative findings. We then reread coded content and selected transcripts to confirm draft findings, and 
made adjustments in the text as needed to develop final content.
34 Rwanda’s Improved Services for Vulnerable Populations Project
RESULTS
Study Response Rates and Program Participation
Sample attrition was low at end line, at roughly 4 percent across arms (Appendix C, Table C.1). Response 
rates for caregiver and ISLG questionnaires were high, at 98 percent to 99 percent across the arms. 
Similar to the initial data collection, the lowest response rates were for the youth questionnaires, at 92
percent to 94 percent. Youth were more challenging to find at home because of school attendance and 
other activities.
We asked program group households whether they still participated in Twiyubake. Program attrition was 
higher in the HES-only group (15 percent) than the full ISVP group (9 percent; Appendix C, Table C.2). 
In the HES-only group, a higher percentage of those households that left Twiyubake had household
heads who were female, cohabitating, never married or widowed, and on either end of the education 
levels (none or the highest). A greater percentage of these HES households leaving Twiyubake also were 
poorer―in wealth Quintiles 1 and 2. In the full ISVP group, a larger percentage of households that left 
the program had divorced household heads and were in the lowest wealth quintile. 
We asked households no longer participating in Twiyubake the reasons they left the program (Appendix 
C, Table C.3). In the full ISVP group, the most common reasons reported were that they could not afford 
the expected ISLG contribution (46 percent); the participant from the household had moved, died, or 
was too ill to attend group meetings (19 percent); or they did not know what Twiyubake was (13 percent). 
In the HES-only group, reasons for no longer participating were not being able to afford the ISLG 
contribution (44 percent), not knowing what Twiyubake was (28 percent), and not receiving enough 
services or benefits from the program (11 percent). In evaluation team conversations with the program 
and in qualitative interviews, staff noted that there had been program attrition in HES for this last reason.
Participants had heard that the full ISVP participants were receiving additional benefits beyond the ISLG 
group and wanted those benefits as well (personal communication, May 31, 2018). (See also Table C.3.)
Participation in Other Programs
In fiscal year 2018, Twiyubake added programming to several Kigali-area study sectors under the 
Determined Resilient Empowered AIDS-free and Mentored (DREAMS) initiative. We reviewed 
DREAMS program beneficiary data to determine potential overlap with our study households. We found 
that only three of our study households, all in the HES-only group, had youth enrolled in DREAMS.
The household survey also asked whether study participants had received goods, services, or other 
benefits from the Gikukiro or Give Directly programs, because we knew from the start that there was 
some small overlap of those programs with the ISVP study area. Only 3 percent of households reported 
affirmatively―0.2 percent in full ISVP, 3 percent in HES-only, and 4.2 percent in the control (Appendix 
C, Table C.5).
We also asked survey households generally whether they had received various services over the past six
months to assess household exposure to services provided by Twiyubake or other similar programs. 
Because Twiyubake operated through community partners, households could not necessarily attribute the 
services they received to it. For this reason, we asked about receipt from any source. Households for all 
groups reported increased exposure across all categories except mosquito nets and free school uniforms 
or supplies; those receiving mosquito nets decreased for all groups over time, and receipt of free school 
uniforms decreased for full ISVP households, whereas it increased for other groups. Full ISVP 
households reported the highest levels of access across nearly all categories of services (Appendix C, 
Table C.6).
End Line Data Collection Report for an Impact Evaluation 35
The household survey also asked about receipt of government assistance, public assistance, and gifts. 
Seventy-four percent of full ISVP households, 66 percent of HES-only households, and 64 percent of 
control households reported receiving such assistance. Unlike the program exposure questions, there was 
no clear pattern of one group receiving more government or public assistance than another. The control 
group reported more of some categories of assistance, such as government donations or Ubedehe credit 
loan schemes, versus others, such as local government education support and old age grants, which were 
more commonly reported among full ISVP households. Still others, such as one cow per family and 
Vision 2020 Umurenge Programme (VUP) direct support, were more commonly reported among HES￾only households (Appendix C, Table C.7).
Four percent of full ISVP households, 4 percent of HES-only households, and 3 percent of control 
households reported receiving gifts or donations from groups other than Twiyubake. The sample sizes 
for individual categories of gifts were very small; thus, it was not possible to discern any meaningful 
patterns by group (Appendix C, Table C.8).
The qualitative component also explored community exposure to other programs. In all three groups, 
respondents mentioned a variety of other programs beyond Twiyubake as offering assistance. The 
Gikuriro initiative was cited in each arm as contributing to nutrition and well-being, especially through the 
provision of livestock. Other examples included CARE, which also provides savings groups, Red Cross 
vocation trainings and house renovations, Hinga Weze, and church groups. Aside from Twiyubake, 
participants did not consistently mention other programs or interventions.
Program Implementation and Community Perspectives
Staff Perspectives
Throughout ISVP implementation, adjustments have been made to address challenges or gaps that arise 
and improve project implementation. In 2017, it learned that UNICEF and Twiyubake had overlapping 
nutrition activities in three districts. This situation was addressed through consultative meetings and 
agreements to split sectors or focus on separate implementation activities. In another example, in 2018, 
Twiyubake noted the lack of disability inclusion in the ECD framework and guidelines, and adapted
guidelines and provided trainings for field staff and volunteers regarding inclusion of children with 
disabilities and appropriate referral mechanisms. IPs also mentioned a more concentrated effort on 
health, including family planning, HIV prevention and testing, and access to healthcare over the past 12 
months. In addition, Twiyubake began implementing the DREAMS initiative in the past 12 months, 
which placed further emphasis on adolescent girls and young women, reducing HIV infections, and 
unwanted pregnancies. 
Other implementation challenges included underestimating demand for ECD services and limited space 
for ECD centers, beneficiaries having difficulty in participating in the savings and loans because they had 
no money to save, and their inability to prioritize time to invest in preventative medical care; others had 
challenges in participating in the water, sanitation, and hygiene (WASH) components because they lacked 
latrines or handwashing stations. Twiyubake identified and addressed these challenges through increased 
advocacy, intensified adolescent sexual and reproductive health and rights (SHRH) education and creation 
of youth clubs, and partnering with local authorities and churches to provide space for ECD centers. 
Twiyubake addressed material challenges through partnering with other organizations or the government 
to assist with building latrines and handwashing stations, and at times, shelter.
Several clear themes also emerged from the qualitative interviews with IPs. Most often, staff cited the 
program’s lack of material or tangible support as the biggest challenge. Staff reported that it was difficult 
to compete with other previous, and some current, programs that offered material goods, such as latrines, 
metal sheeting, or other tangible infrastructure. Beneficiaries, and some community leaders, expected 
36 Rwanda’s Improved Services for Vulnerable Populations Project
Twiyubake to offer more than training and support. KII respondents indicated that it took more time 
than expected to align beneficiary mindsets with the project philosophy. Another challenge staff noted 
was the communication across study arms and discontent among beneficiaries because some participants 
were receiving more support than they did. 
When asked about program improvement in the future, staff respondents made suggestions around 
program design; increased coordination with communities and government, especially during program 
design and planning; more ECD facilities; and increased resources. Other respondents suggested more 
funding for SHRH, and increased time and money to help change beneficiaries’ mindsets. Staff also felt 
that the program could be improved by identifying local role models or mentors for beneficiaries who are 
starting income generating activities and offering support to enable beneficiaries to put into practice the 
knowledge they have obtained.
Community Context
Community leader respondents in all three arms described their communities as mostly rural, 
encompassing all ages from young to elderly, with small-scale farmers predominating. Community 
respondents also noted there was limited infrastructure and connection via public transport, though 
schools and health centers were within walking distance. Several noted that the health center was nearly 
two hours away by foot; however, most indicated the health center was in their village or the next one. 
When asked about changes in the past 12 months, many community leaders cited government assistance 
for schools or housing; programs that provide housing support, livestock, and/or milk for children; and
improvements in health insurance coverage, often because of government initiative These changes were 
noted across all three arms. Across the board, respondents attributed change to good governance and 
government benevolence, noting that the government had helped their communities―especially OVC 
and drought-affected families. A few respondents mentioned IPs specifically, but government assistance 
strongly predominated as the reason for change. One participant in the full ISVP group said that changes 
were also because of increased advocacy or collaboration between community leaders and development 
partners to identify and assist vulnerable households. 
It’s due to increased advocacy, as the local leaders, we would consult with the development partners that work in 
our areas and determine which are the most vulnerable households that would be considered for assistance; once 
listed with the participation of the community, then the households would receive the assistance, for example [by] 
having their houses refurbished, or getting the children considered for sponsorship –Male village leader, full 
ISVP
According to local experts, part of the reason for the strong identification with government programs is 
that the Joint Action Development Forum helps coordinate all IPs in a district to minimize duplication 
and provide equitable distribution of interventions within a region. The local experts reported that it has 
led to collaboration through joint training sessions and meetings, and less duplication but also potentially 
has reduced IPs’ recognizability, resulting in some of them being overshadowed by other projects. It also 
was reported that the local government administrators co-opt IP interventions as part of their deliverables 
and targets, further blurring beneficiaries’ ability to distinguish between the roles of IPs and local 
government.
When asked more specifically about positive changes in their community and health, economic, or social 
welfare programs in the past 12 months, respondents identified IPs (e.g., Caristas, African Evangelistic 
Enterprise, or François-Xavier Bagnoud) as contributing to positive change. Respondents discussed 
trainings, savings and loans, kitchen gardens, and school assistance from IPs but did not consistently 
identify them as part of the Twiyubake program. A few leaders did identify Twiyubake as the overarching 
program, although when asked about it, most had heard of it. It is worth noting however, that several 
End Line Data Collection Report for an Impact Evaluation 37
leaders in the full ISVP arm indicated they had not heard of the program or did not know of any 
beneficiaries in their village. 
In the full ISVP area, community leaders cited Twiyubake as helping OVC go to school by providing 
support and scholastic materials, offering trainings on ECD and sexual and reproductive health, training
households on savings and loans and how to be self-reliant, and offering nutritional support. In the HES￾only communities, leaders mentioned economic empowerment through savings and loans, training on 
nutrition and kitchen gardens, helping people save for health insurance premiums, and training for 
community members on how to improve their lives in the long term. One respondent noted it was a 
partner program of the Gikuriro initiative that addressed ECD, equity in families, economic 
empowerment, nutrition, health promotion, and capacity building to improve the quality of life for
vulnerable households and individuals.
Community leaders in both intervention arms noted that Twiyubake did not operate like other programs 
offering material aid; they often saw this lack as a disadvantage of the program. One community leader 
noted that people did not like this aspect of the program but also acknowledged this approach as more 
sustainable: 
When the locals hear that they are going to be supported in the groups, what comes in their minds first, is that they 
are going to be given money, but when someone helps to acquire the saving skills and teaches you how to earn 
something, essentially you have been given everything you needed. But even if you are given a lot of money that have 
never had before, it would be easy to lose it all at once, it’s difficult to waste or squander what you have earned from 
your own sweat. So, it’s better that way of doing things. –Village leader, full ISVP
Economic Strengthening
Economic Outcomes—Household
In qualitative interviews, IP staff reported their perception that the program had positively affected 
economic status of households. Staff readily shared related program successes, such as beneficiary 
households’ increased ability to save money and provide for their households, changes in mindset toward 
beneficiaries being more self-reliant, and improved farming practices. Respondents noted that the 
program had helped some families move from one social category to another and graduate from savings 
groups into cooperatives.
The main thing is that people are now serious about their health. A person belonging to the first class of social 
categories can now join a saving group and save a 100 or 200 and when the time comes for the mutuelle health 
insurance, he will ask for a loan and pay for it; or ask for a loan and built [sic] a better toilet; or buy a chicken for 
eggs; or buy a goat... It changed people’s mentality. They are no longer waiting for the government to give them 
everything. For some beneficiaries, the mentality is still there, but for many of them it has changed. There is usually a 
number of people for which the government pays the mutuelle health insurance for; but thanks to the program, many of 
them left that list. The knowledge they had in self-care has increased.
Before our program intervention, people used to face difficulties like paying healthcare mutual benefits dues 
but, as I said, [at] all the savings groups I visited they all settled their health insurance premiums in time. I 
can therefore say this is a great leap forward. Secondly, some [of] these savings groups organized by [the] 
Twiyubake program have graduated into active cooperatives. This is a good achievement.
Community leaders in both full ISVP and HES-only also reported they liked the savings and loans 
groups, household grants, and best farming practices that enhance yields. They also noted that the 
program had enhanced social interaction and integration between different groups and ages. Full ISVP 
community leaders also noted that they appreciated the schooling and nutritional support for OVC. HES-
38 Rwanda’s Improved Services for Vulnerable Populations Project
only community members highlighted training on nutrition and kitchen gardens, and noted that the 
program came at the right time. One HES-only community health worker described improvements in his 
community: 
The programs like FXB have supported vulnerable households to uplift their attitude to[ward] life. In the beginning, 
many of such poor families had nothing to celebrate, but when these programs came, they urged these vulnerable 
families to work together in groups to achieve their financial objectives. This has helped a lot, and many of these poor 
people have now graduated into strong cooperatives, which is a good result altogether.
These programs have taught poor people how to improve their nutritional support like developing [a] backyard kitchen 
garden (Akarima k’igikoni)—where vegetables green are grown to support nutrition and diet in general. –Male 
community health worker, HES-only
The household survey supported the assertion that the program was helping households to save. The 
percentage of households with savings accounts was highest at end line for full ISVP households (75%), 
followed by HES-only (64%), and control (41%) households. These end line differences were statistically 
significant for full ISVP compared to HES-only and control (p=0.000 for both), and for HES-only 
compared to control (p=0.000). Comparing the program arms, the average amount saved by households 
at end line was also highest in the full-ISVP group, followed by HES-only and control groups.
Unfortunately, savings rates at initial data collection and end line are not comparable because of problems 
with the interpretation of savings questions at initial data collection. For this reason, we present end line 
percentages and amounts only in Table 6.
Table 6. Percentage of households with savings, end line
Full ISVP HES-only Control
Household has savings
Yes 75.1***+++ 63.5*** 41.2
No 24.3 35.6 58.2
Missing 0.6 0.9 0.6
Total 100.0 100.0 100.0
Number 1,374 1,270 1,169
Among those with savings, mean and median amount in current savings
Mean 19,217 21,480 29,636
Median 4,500 5,600 8,000
Number 1,098*** 863** 491
Average amount saved by each arm
14,437 13,647 12,212
Number 1,374 1,270 1,169
*** Statistically significant at p<0.001 compared to the control group; p=0.000 for full ISVP and HES-only for 
households with savings; p=0.001 for total amount in savings for full ISVP.
** Statistically significant at p<0.01 compared to the control group, p=0.004.
+++ Statistically significant at p<0.001 compared to HES-only group; p=0.000 for households with savings.
1Households could report more than one savings type, so percentages do not sum to 100%.
Data collectors asked caregivers a series of questions about whether they incurred food costs in the past
month, education expenses in the past 12 months, or major unexpected expenses in the past 12 months. 
A composite indicator, “ability to meet basic needs” was created from the answers. Among those 
reporting having incurred one or more of these expenses, ability to meet basic needs increased across all 
survey arms. This increase was statistically significant for the full ISVP group (p=0.02) and marginally
End Line Data Collection Report for an Impact Evaluation 39
statistically significant for the HES-only group. More than 60 percent of households were able to meet 
basic needs at end line (Figure 3).
Figure 3. Households’ ability to meet basic needs (food, education, unexpected major 
expenses)
+p=0.06.
* p=0.02.
The percentage of households with moderate or severe household hunger was a primary outcome for the 
evaluation. Approximately two-thirds of households experienced moderate to severe hunger, based on 
FANTA scores. However, the percentage of households reporting little to no hunger decreased across all 
three arms from initial data collection to end line (Figure 4). The decrease was statistically significant for 
the full ISVP group (p=0.000) and borderline for the control group (p=0.103).
Figure 4. Percentage of households with moderate or severe household hunger
+ Borderline significant at p<0.10, p=0.103.
*** p<0.001, p=0.000.
Sixty percent to 67 percent of households reported owning livestock at end line (Figure 5). Although 
livestock ownership increased over time for all groups, the increase was statistically significant only for 
full ISVP households (p=0.000); this percentage changed from 58 percent of households reporting 
livestock ownership at initial data collection to 67 percent at end line.
40
45
50
55
60
65
70
75
80
Initial End line
Full ISVP* HES-only+ Control
0
10
20
30
40
50
60
70
80
90
Initial End line
Full ISVP*** HES-only Control+
40 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 5. Household livestock ownership
+ Borderline significant at p=0.068.
*** p<0.001, p=0.000.
Table 7. Program impact results for household economic status outcomes, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Households with 
moderate or severe 
household hunger 
None
(-0.050)
p=0.122
Positive
(-0.053)*
p=0.043
None
(-0.016)
p=0.928
Households able to 
meet basic needs 
(school, food, major 
unexpected expenses)
None
(0.020)
p=0.658
None
(0.045)
p=0.314
None
(-0.026)
p=0.488
Household owns 
livestock
Positive 
(0.037)*
p-0.038
None 
(0.016)
p=0.529
None
(0.041)
p=0.105
* Statistically significant at p<0.05.
Our DID estimation found that the HES-only group had a 5-percent lower report of moderate or severe 
hunger than the control group (p=0.043). There was a similar trend toward the full-ISVP group faring 
better on hunger, although this result was not statistically significant (p=0.122). (See Table 7.)
There were interesting interactions for household hunger, showing that the program was more effective 
for some groups than others. Full ISVP households with a female head of household had a 5 percent
increase in moderate or severe hunger compared to those with a male head of household (p=0.084). Also, 
HES-only households that had experienced a negative shock saw a 5 percent decrease in reports of 
household hunger relative to those that did not experience a negative shock (p=0.058).
There was no program impact on a household’s ability to meet its basics needs. 
The program positively impacted household ownership of livestock. Full ISVP group members had a 4
percent increase in reports of livestock ownership (p=0.038), compared to control.
30
35
40
45
50
55
60
65
70
Initial End line
Full ISVP*** HES-only Control+
End Line Data Collection Report for an Impact Evaluation 41
Our qualitative data show changes that might have affected communities’ economic situations, 
consumption, and hunger; these events included droughts, floods, and windstorms. Respondents from all 
three study arms said that heavy rains and droughts affected crop production and thus food security. 
They cited windstorms as blowing the roofs off of houses, and some respondents mentioned that roads
washed away. Some people also cited VUP labor as repairing roads. Both community leaders and IP staff
mentioned these challenges across all study arms. 
Household Consumption Patterns
Overall consumption (in Rwandan francs) decreased in all arms; the degree of decrease varied based on 
consumption category. The decrease was statistically significant for the full ISVP group (p=0.000) and 
borderline for the control group (p=0.089; Table 8).
Table 8. Mean and median daily consumption per capita (Rwandan francs) 
Mean Median Number of households
Initial End line Initial End line Initial End line
Study arm
Full ISVP 325.8 283.3 *** p=0.000 267.9 220.7 1428 1374
HES only 311.3 299.9 p=0.336 256.5 223.4 1309 1270
Control 326.3 304.4 + p=0.089 267.9 232.6 1216 1169
+ Statistically significant at p<0.10.
*** Statistically significant at p<0.001.
Because of the program’s focus, we analyzed the consumption categories of health, food, and education
in more detail. In all three categories and for all groups, the percentage of consumption allocated to the
categories decreased minimally or remained stable over time (Figures 6–8; Appendix C, Table C.37).
Figure 6. Percentage of household consumption for food
+Statistically significant or borderline significant at p<0.10.
** Statistically significant at p<0.01.
0
10
20
30
40
50
60
Initial End line
Full ISVP** HES-only+ Control+
42 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 7. Percentage of household consumption for health
+Statistically significant or borderline significant at p<0.10.
*** Statistically significant at p<0.001.
Figure 8. Percentage of household consumption for education
*** Statistically significant at p<0.001.
The DID estimation showed that both the full ISVP and HES-only programs offered a protective effect
of about 3 percent; for these groups, the percentage going to food did not decrease as much as for the
control group (p=0.063 and p=0.023, respectively). (See Table 9.) The HES-only arm showed a 
statistically significant interaction. Moreover, the program worked better for those households that had 
experienced any negative shock; such households saw a 3 percent higher increase in food shares 
compared to those not experiencing such a shock (p=0.005). 
Table 9. Program impact results for consumption shares, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Food shares (% of household 
consumption for food)
Increase
(0.026+)
p=0.063
Increase
(0.031*)
p=0.023
None
(-0.005)
p=0.681
Health shares (% of household 
consumption for health)
Decrease
(-0.009+)
p=0.068
None
(0.001)
p=0.873
Decrease
(-0.009*)
p=0.041
Education shares (% of 
household consumption for 
education)
Decrease
(-0.017***)
p=0.000
None
(-0.002)
p=0.582
Decrease
(-0.015***)
p=0.000
+Borderline statistically significant.
*Statistically significant at p<0.05.
*** Statistically significant at p<0.001.
0
5
10
15
20
Initial End line
Full ISVP*** HES-only Control+
0
5
10
15
20
Initial End line
Full ISVP*** HES-only Control
End Line Data Collection Report for an Impact Evaluation 43
Full ISVP households reported about 1 percent less of their household consumption going toward health 
compared to the HES-only group (p=0.041) and the control group (p=0.068). The analysis showed
interactions with wealth—health shares actually increased for initial data collection wealth Quintiles 3 to 5
compared to Quintile 1; Quintiles 3, 4, and 5 saw 1.2 percent (p=0.066), 1.3 percent (p=0.049), and 1.5 
percent (p=0.025) increases, respectively. Also, for both program arms, experiencing any negative shock 
in the past year meant a 1 percent greater decrease in the percentage of consumption going to health 
(p=0.068 for full ISVP and p=0.014 for HES-only) compared to control.
Full ISVP households also had a decrease of slightly less than 2 percent in the percentage of household 
consumption going toward education, compared to both the HES-only and control groups (p=0.000 for 
both). Statistically significant results for interactions showed that full ISVP households in the highest 
wealth quintile (Quintile 5) had a 14 percent higher share of household consumption going toward
education than those in the lowest wealth quintile (p=0.023).
Productive Assets
Full ISVP and control households reported increased ownership or cultivation of a plot of land in the 
past 12 months (78% to 79%), whereas HES-only households reported a decrease (77% to 75%). The 
differences between the groups at end line were statistically significant for HES-only compared to control 
(p=0.002) and for full ISVP versus HES-only (p=0.031) (Appendix C, Table C.42). We added questions 
at end line to clarify whether households personally owned land. Seventy percent of full ISVP, 64 percent 
in HES-only, and 75 percent in control households reported owning land. The difference between full 
ISVP and HES-only was borderline statistically significant (p=0.069).
Ownership of any livestock increased over time for all groups, although the increase was statistically 
significant or borderline only for full ISVP (58% to 67%, p=0.000) and control households (61% to 66%, 
p-0.068); it increased only slightly for HES-only households, from 57 percent to 60 percent (p=0.431).
Tests for differences between groups at end line showed significant differences between full ISVP and 
HES-only households (p=0.047) (Appendix C, Table C.41).
Economic Outcomes—Youth
The percentage of youth ages 10 to 17 reporting new and improved employment in the past 6 months 
increased in all 3 groups; the increase was statistically significant in the full ISVP and HES-only groups
(Figure 9; p=0.003 and p=0.078, respectively). We did not look at the impact for this outcome as 
originally planned because the sample sizes of youth reporting new employment were too small.
Figure 9. Percentage of youth ages 10–17 reporting new employment in past 6 months
+ p<0.10, p=0.078.
**p<0.01, p=0.003.
0
2
4
6
8
10
12
14
16
Initial End line
Full ISVP** HES Only+ Control
44 Rwanda’s Improved Services for Vulnerable Populations Project
At end line, we also asked youth if they thought they had the skills needed to secure a job. Across all 
groups, 15 percent to 16 percent of youth reported having the skills needed to have a job (Appendix C, 
Table C.39).
We asked youth the types of jobs they had at both time points. There was a decrease in full ISVP youth
reporting sales and service jobs; an increase in those reporting agricultural, forestry, fishery, and craft and 
related trade workers’ jobs; and an increase in HES-only youth reporting agricultural, forestry, and fishery 
jobs. However, the sample sizes were too small for these shifts to be considered meaningful (Appendix C, 
Table C.40).
Household Decision Making and Gender-Related Attitudes and Behaviors
The percentage of female caregivers reporting experiencing physical or sexual violence in the past 12 
months increased slightly in the control and full ISVP groups, but decreased slightly in the HES-only 
group (Figure 10). 
Figure 10. Total married female caregivers reporting physical or sexual violence in past 12 
months
According to the DID estimation, there were no statistical differences between arms in female caregivers’
experiences of physical or sexual violence in the past 12 months (Table 10).
Table 10. Program impact results for intimate partner violence among married female 
caregivers, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Any physical or sexual violence 
against female caregiver
None
(0.005)
p=0.892
None
(0.031)
p=0.476
None
(-0.025)
p=0.502
Any physical violence against 
female caregiver
None
(-0.021)
p=0.584
None
(-0.004)
p=0.926
None
(-0.017)
P=0.629
Any sexual violence against female 
caregiver
None
(0.023)
p=0.456
None
(0.024)
p=0.477
None
(-0.001)
p=0.977
0
5
10
15
20
25
30
Initial End line
Full ISVP HES-only Control
End Line Data Collection Report for an Impact Evaluation 45
The majority of currently married women who earned cash decided how to use their earnings, either
together with their husbands or independently; about 10 percent reported that their husband mainly 
decided how to use the money. Across all three study arms, the percentage of women making decisions 
on their own about their earnings increased 10 or more percentage points; the largest gain was in the 
HES-only group, with a 13 percent increase (Appendix C, Table C.53). These increases were statistically 
significant within each group over time for all groups (full ISVP, 35% to 46%, p=0.003; HES-only, 30%
to 43%, p=0.002; control, 28% to 39%, p=0.016.
When looking at decision making that involved how to spend husbands’ cash, couples made the majority 
of decisions jointly, with roughly 15 percent to 20 percent being made mainly by the wife or husband 
separately. There was a statistically significant increase in report of the wife mainly making this decision
across all groups (Appendix C, Table C.52).
There were minimal changes over time in female caregivers’ reports of joint or sole household decision￾making power on six decisions, as shown in Figure 11 below. At end line, 77 percent of female caregivers 
in the full-ISVP group reported making six household decisions jointly with a partner or other household 
member, or solely. Eighty-one percent of female caregivers in HES-only and 76 percent in the control 
group reported the same.
Figure 11. Female caregivers reporting joint or sole decision-making power on all six 
decisions
There was no program impact on female caregiver reports of joint or sole decision making (see Table 11).
Table 11. Program impact for joint or sole decision making, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Joint or sole decision-making
power on all six decisions
None
(0.017)
p=0.573
None
(-0.003)
p=0.911
None
(0.020)
p=0.453
The percentage of caregivers who agreed that harsh punishment is an appropriate means of discipline at 
home or school ranged from 32 percent to 46 percent (Figure 12). When examined by sex, differences 
emerged, with more women reporting that they accepted such views of harsh punishment. Differences 
10
20
30
40
50
60
70
80
90
Initial End line
Full ISVP HES-only Control
46 Rwanda’s Improved Services for Vulnerable Populations Project
among age groups varied. Overall, there was a decrease in supportive attitudes toward harsh punishment 
in the full IVSP and HES-only arms, but a slight increase in the control group. 
Figure 12. Percentage of caregivers agreeing harsh physical punishment is an appropriate 
means of discipline at home or school
***Statistically significant decline at p<0.001; p=0.000.
Support for harsh punishment of children at school or home was positively impacted by the full-ISVP 
program. Full ISVP group caregivers had a 16 percent decrease in reporting acceptance of harsh 
punishment for children at home or school (p=0.001) compared to the control group, and a 15 percent 
decrease compared to HES-only caregiver reports (p<0.001). Furthermore, there were different impacts 
for full ISVP group caregivers by wealth quintile—those in households in wealth Quintiles 2–5 had 
greater decreases in acceptance of harsh child punishment, with Quintile 2 showing a 10 percent greater
decrease (p=0.039), Quintiles 3 and 4 reporting a 12 percent decrease (p=0.018 and p=0.013 
respectively), and Quintile 5 caregivers reporting a 14 percent decrease in acceptance of harsh child 
punishment (p=0.007).
Table 12. Program impact on caregiver support of harsh child punishment, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. Control HES-Only vs. Control Full ISVP vs. HES-Only
Support for harsh punishment 
in school or home
Decrease
(-0.157**)
p=0.001
None
(-0.012)
p=0.802
Decrease
(-0.145***)
p=0.000
We also asked youth about their attitudes toward gender, using the Gender Equitable Men (GEM) Scale 
questions. The GEM composite score (range 8 to 24) was divided into three levels: low (8–13), medium 
(14–19), or high (20–24). Figure 13 shows the percentage distribution of youth ages 13–17 who answered 
all of the GEM attitudinal questions and gave responses that fell into the high category. (See Appendix C, 
Table C.58 for smaller age group disaggregation.)
0
10
20
30
40
50
Initial End line
Full ISVP*** HES-only Control
End Line Data Collection Report for an Impact Evaluation 47
Figure 13. Percentage distribution of high Gender Equitable Men scores among youth ages 
13–17
No statistically significant changes within arm over time.
The majority of respondents fell into the moderate gender equitable score band across study arms, with 
approximately one-quarter in the high and low score bands. Over time, the percentage of youth reporting 
low scores decreased, whereas the percentage increased in the moderate group. The percentage falling in 
the highly equitable band decreased in the full ISVP arm but rose slightly in the HES-only and control 
groups. 
Table 13. Program impact on Gender Equitable Men Scale scores, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. control HES-only vs. control Full ISVP vs. HES-only
Youth reporting high gender 
equitable beliefs, per GEM 
Scale score
None
(-0.013)
p=0.797
None
(-0.041)
p=0.802
None
(0.145)
p=0.555
The program had no discernable impact on the percentage of youth reporting high gender equitable 
beliefs, per the GEM score (Table 13). Interestingly, female youth gender attitudes were affected more 
negatively by the program than those of males (7% decrease, p=0.083). In both arms, the program tended 
to work better for those youth who had older caregivers compared to those with caregivers in the 
youngest age group. Full ISVP youth had a 38 percent increase (p=0.066) with caregivers ages 25–34, 41 
percent increase with caregivers ages 35–44 (p=0.037), 43 percent increase with caregivers ages 55–64 
(p=0.033), and 44 percent with caregivers age 65 and older (p=0.37). HES-only youth showed increases
of 40 percent and 37 percent with caregivers in age groups 25–34 and 65 and older, respectively; the trend 
was the same for other caregiver age groups, but with less statistical significance.
At end line, we also asked youth in half of the sectors whether they had ever witnessed violence in their 
homes against someone else and in the past 12 months. The percentage reporting they had witnessed 
violence was very low across arms, from 0.4 percent to 2 percent (Appendix C, Table C.60). 
We next asked youth about their personal experiences of physical or sexual violence from a parent, other 
caregiver, or adult in the community, but the reported numbers were so low that we combined the two 
types of violence. Only 2 percent to 3 percent of youth reported having ever experienced physical or 
sexual violence (Table 14). Of those reporting any type of violence by a parent, other caregiver, or adult in 
the community, 73 percent were ages 12–17 during the last incident. The most common characteristics of 
0
10
20
30
40
50
60
70
80
Initial End line
Full ISVP HES-only Control
48 Rwanda’s Improved Services for Vulnerable Populations Project
the last incident was that it was at home (64%), perpetrated by a parent (52%), and occurred in the 
afternoon (52%) (Appendix C, Table C.62).
Table 14. Youth reports of experiencing any type of violence by a parent, caregiver, or other 
adult in community
Any type of violence committed by a parent/caregiver 
or community member, % Full ISVP HES-only Control Total
A parent, caregiver, or adult in the community ever 
physically or sexually abused the interviewed youth 2.9 2.2 2.5 2.5
N 1,017 916 777 2,710
Of those that experienced violence, it took place in the 
past 12 months - (57.7) - (61.3)
N 21 28 19 68
Parentheses indicate N=25–49.
Dashed line indicates N=<25 and value has been suppressed.
Health
Child Health and Care
Participation in ISLG programs may affect the time caregivers have to spend with their children. When 
asked about this issue, the percentage of caregivers reporting that their ISLG participation “decreased
time with children” rose over time across groups by 2 to 11 points. The increase was smallest for full
ISVP and, at end line; the difference between groups was statistically significant for HES-only versus 
control (27 versus 21 percent, p=0.003) and borderline for full ISVP versus HES-only (18 versus 27 
percent, p=0.081) (Appendix C, Table C.65). Note that some control group members also participated in 
ISLG groups and so are included in this outcome.
Figure 14. Total birth registration at sector level (MER)
***Statistically significant increase within group, p<0.001, p=0.000.
Birth registration increased from initial data collection to end line across all three arms, with about 90 
percent of all children being registered at end line (Figure 14). Full ISVP and control started at same level 
(85%); HES-only was lower (80%) but converged to 90 percent to 91 percent at end line. All of these 
increases within groups were statistically significant (p=0.000). There was little difference by sex, and 
younger children were slightly less likely to be registered than older children. The percentage of children 
whose caregiver reported that the child had a birth certificate observed by interviewer increased across all 
arms. (Appendix C, Table C.68).
70
75
80
85
90
95
Initial End line
Full ISVP*** HES-only*** Control***
End Line Data Collection Report for an Impact Evaluation 49
Table 15. Program impact results for birth registration at sector level, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Children ages 0–17 for whom caregivers 
reported birth was registered at the sector 
level
None
(-0.005)
p=0.773
Increase
(0.039*)
p=0.039
Decrease
(-0.044*)
p=0.025
*Statistically significant at p<0.05.
Program impact results showed a 4 percent increase in the HES-only group for report of registering their 
child’s birth at the sector level compared to control (p=0.039) Although full ISVP report of birth 
registration increased over time, it did not increase as much as for HES-only; the program impact results 
thus showed the full ISVP group with a 4 percent decrease in report of sector-level birth registration 
compared to the HES-only group (p=0.025) (Table 15).
There were heterogeneous effects of the intervention when looking at different initial wealth quintiles, 
particularly for the full ISVP group. In all initial data collection wealth quintiles above the first, there were 
greater decreases in registration of childbirth registration at the sector level, suggesting that the program 
did not work as well for these groups for this outcome. The decreases were 7 percent for the second 
quintile (p=0.000), 6 percent for the third (p=0.006), 7 percent for the fourth (p=0.001), and 5 percent 
for the fifth (p=0.029). In contrast, for the HES-only group, among those in the second initial data 
collection wealth quintile, there was a 4 percent greater increase in reported birth registration (p=0.029).
Figure 15. Percentage of caregivers answering 5–6 nutrition test questions correctly
** p<0.01, p=0.002 for Full ISVP and HES-only.
*** p<0.001, p=0.000.
Across all arms, the percentage of caregivers answering five to six nutrition questions correctly out of the 
total questions increased (Figure 15). Female caregivers, on average, answered more nutrition questions 
correctly than male caregivers (Appendix, Table C.73). The increases over time within an arm were 
significant for all groups (full ISVP p=0.002; HES-only p=0.000; control p=0.000).
0
10
20
30
40
50
Initial End line
Full ISVP** HES-only** Control***
50 Rwanda’s Improved Services for Vulnerable Populations Project
Table 16. Program impact for caregiver nutrition knowledge, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Nutrition knowledge None
(0.054)
p=0.156
Increase
(0.076)
p=0.073
None
(-0.022)
p=0.621
+Borderline statistically significant at p<0.10.
The program trended toward having an impact on increasing nutrition knowledge for both the full ISVP 
(5% increase) and HES-only groups (8% increase), compared to control however, this finding was only 
statistically significant for the HES-only group (p=0.073). (See Table 16.)
There were heterogeneous impacts for certain education and wealth subgroups. In the full ISVP group, 
caregivers who attended but did not complete primary school had a 6 percent relative decrease in 
nutrition knowledge (p=0.033); those who completed secondary school/higher education/technical and 
vocational education and training (TVET) had a 26 percent decrease in nutrition knowledge (p=0.037). In 
the HES-only group, caregivers who had completed primary school or secondary school/higher 
education/TVET similarly had a 9 percent decrease and 16 percent decrease, respectively, in nutrition 
knowledge (p=0.023 and p=0.100). Strangely, HES-only caregivers with incomplete secondary education 
had a 16 percent increase in nutrition knowledge (p=0.053). Last, HES-only group caregivers in wealth 
Quintile 3 had a 9 percent increase in nutrition knowledge (p=0.035).
Figure 16. Total children ages 0–59 months monitored for growth at home or a health center in 
past 12 months
***p<0.001, p=0.001 for full ISVP and control.
*** p<0.001, p=0.000 for HES-only.
The percentage of children ages 0–59 months monitored for growth at home or a health center in the 
past 12 months increased and was statistically significant across all arms from initial data collection to end 
line (Figure 16; full ISVP p=0.001; HES-only p=0.000; control p=0.001). There was little difference by 
sex, and younger children (ages 0–11 months) saw greater increases from initial data collection to end line.
0
10
20
30
40
50
60
70
80
90
Initial End line
Full ISVP*** HES-only*** Control***
End Line Data Collection Report for an Impact Evaluation 51
Table 17. Program impact results for child growth monitoring and nutrition services, per DID 
estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Children ages 0–59 months receiving growth 
monitoring and nutrition services
None
(-0.028)
p=0.529
None
(0.009)
p=0.830
None
(-0.037)
p=0.392
There was no overall program impact on children ages 0–59 months receiving growth monitoring or 
nutrition services (Table 17). However, in the HES-only arm, the program did not work as well for those 
who had completed secondary education, TVET , or higher education―they had a 40 percent decrease in 
reports of taking their child for growth monitoring (p=0.01) compared to those with no education.
Undernourishment was defined as a mid-upper arm circumference of less than 125 mm. Undernourished 
children ages 0–48 months were found in all study groups, ranging from about 2 percent to 6 percent at 
both initial data collection and end line (Appendix C, Table C.75). The total percentage of 
undernourished children doubled from initial data collection to end line in the full ISVP group. For the 
HES-only group, which at initial data collection had the most undernourished children, it decreased by 
two-thirds. Changes in all groups over time were statistically significant (full ISVP and HES-only, p-0.001;
control, p=0.000). For all three study groups, children ages 6–11 months were the most undernourished 
age group, ranging from about 7 percent to 22 percent. The wide variation from initial data collection to 
end line likely occurred because of issues with small sample sizes.
Figure 17. Total children who meet minimum dietary diversity (4+ food groups1)
1 Food groups: a. infant formula, milk other than breast milk, cheese, yogurt, or other milk products; b. foods made 
from grains, roots, and tubers, including porridge and fortified baby food from grains; c. Vitamin A-rich fruits and 
vegetables; d. other fruits and vegetables; e. eggs; f. meat, poultry, fish, shellfish, and organ meats; g. legumes and 
nuts. 
+ Significant at p<0.10, p=0.054.
*** Significant at p<0.001, p=0.000 for full ISVP and HES-only.
Dietary diversity increased in all three arms (Figure 17) and for both girls and boys (Appendix C, Table 
C.70). The largest gain was among girls in the full ISVP arm, in which the percentage of girls meeting 
dietary diversity more than doubled, from 15.1 percent to 31.5 percent.
0
10
20
30
40
50
60
70
Initial End line
Full ISVP*** HES-only+ Control***
52 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 18. Children who meet minimum dietary diversity (4+ food groups1), by age
The percentage of children ages 6–59 months who meet minimum dietary diversity―defined as 
consuming from four or more food groups in the past 24 hours―increased across all study arms. There 
were greater gains among children ages 12–59 months within the full ISVP arm and among those ages 
39–47 months in the control group (Figure 18).
Table 18. Program impact results for children meeting minimum dietary diversity per DID 
estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Percentage of children ages 6–59 months 
who meet minimum dietary diversity
None
(0.026)
p=0.536
None
(0.047)
p=0.285
None
(-0.021)
p=0.611
There was no significant program impact on the percentage of children ages 6–59 months who meet 
minimum dietary diversity for the total population in each arm (Table 18).
There were, however, significant interactions for certain education and initial data collection wealth 
quintile subgroups. Children in both program groups whose caregivers had higher education levels tended 
to benefit more from the program. HES-only children from wealthier households also tended to benefit 
more from the program. Full ISVP caregivers who completed primary school and those who completed 
some (not all) secondary school had an increase of 15 percent and 31 percent, respectively, of children 
ages 6–59 months meeting minimum dietary diversity (p=0.009 and p=0.002, respectively). Those in full
ISVP with completed secondary school, higher education, or TVET, saw even greater increases, at 34 
percent (p=0.077). Similarly, there was a 22 percent increase for each of the HES-only caregiver 
subgroups with secondary school incomplete and secondary complete, higher education, or TVET, but 
the results were only of borderline significance (p=0.059 and p=0.149, respectively). Finally, the HES￾only group caregivers in the second wealth quintile had a 12 percent increase in reports of children ages 
6–59 months meeting minimum dietary diversity (p=0.033); those in the fourth quintile saw a 10 percent 
increase (p=0.079).
Looking at access to child health treatment, slightly more boys sought treatment for fever than girls at 
initial data collection among the full ISVP and HES-only arms (73.9% vs. 70.9% and 68.7% vs. 53.7%,
0
10
20
30
40
50
60
70
80
90
100
Initial End line Initial End line Initial End line
Full ISVP HES-only Control
6–11 mos 12–23 mos 24–35 mos 36–47 mos 48–59 mos
End Line Data Collection Report for an Impact Evaluation 53
respectively). Boys and girls equally sought treatment for fever in the control group (76.4% vs. 76.1%). At 
end line, more caregivers sought treatment for more girls than boys across all arms (80.2 vs. 70.3% for 
full ISVP; 64.0 vs. 55.9 for HES-only; 85.3 vs. 68.6 for control). We did not include this outcome in the 
impact analysis because of the small sample size for the outcome (Appendix C, Figure C.2).
Among those children with diarrhea, the percentage that sought treatment decreased within the full ISVP 
and control groups. The percentage that sought treatment increased within the HES-only group. Across 
all arms, males sought treatment more often at initial data collection, and girls sought more treatment at 
end line. We did not include this outcome in the impact analysis because of the small sample size for the 
outcome (Appendix C, Figure C.3).
At initial data collection, about 20 percent of all children were too sick to participate in daily activities in 
the two weeks before the survey (Appendix C, Table C.66). This percentage decreased slightly, to about 
17 percent at end line. The decrease was statistically significant for the full ISVP (p=0.051) and HES-only 
arms (p=0.002). Across all three study groups, the age group with the highest proportion of children too 
sick to participate in daily activities was children less than 5 years old (about 23% to 30%) (Appendix C, 
Figure C.1).
Figure 19. Caregiver’s knowledge of child’s HIV status 
+Borderline statistically significant p<0.10, p=0.057 
***Statistically significant p<0.001, p=0.000.
The percentage of children whose caregiver reported knowing the child’s HIV status overall decreased 
from initial data collection to end line in all groups; the declines were statistically significant or borderline 
for all groups (Figure 19). Whether the child was male or female did not affect the caregiver’s knowledge 
of the child’s HIV status.
Table 19. Caregiver’s knowledge of child’s HIV status—program impact
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Caregiver’s knowledge of child’s HIV status Positive 
(0.064***)
p=0.000
Positive
(0.039*)
p=0.054
None
(0.026)
p=0.152
*Statistically significant at p<0.05.
***Statistically significant at p<0.001.
0.0
10.0
20.0
30.0
40.0
50.0
Initial End line
Full ISVP+ HES-only Control***
54 Rwanda’s Improved Services for Vulnerable Populations Project
Considering the decline across arms, DID estimation showed that the program arms benefited from 
protective program effects—the decrease observed over time in all groups was 6 percent less in full ISVP 
versus control (p=0.000), and 4 percent less in HES-only versus control (p=0.054) (Table 19). There was 
also a trend of full ISVP having more of a protective impact than HES-only group, but it was not 
statistically significant (p=0.152). Had the initial data collection occurred earlier, the full ISVP program 
impact would likely have been much greater.
In the full ISVP arm, an education interaction occurred , with caregivers who had completed primary 
school having a higher increase in knowledge of the child’s HIV status than those with no education 
(coefficient=0.10, p<0.001); the same was true for caregivers who had completed secondary 
school/TVET/higher education (coefficient=0.17, p<0.05). There was also a caregiver age interaction;
some older groups of caregivers, ages 25–34 and 45–54, saw decreases of 11 percent and 9 percent, 
respectively, in reports of knowing their child’s HIV status (p=0.052 and p=0.092, respectively).
Youth Health
Figure 20. Total 10- to 17-year-old youth who know about strategies1 to prevent HIV 
No statistically significant changes within arm over time.
1 Knew that people can reduce their risk of getting the AIDS virus by using condoms every time they have sex and by 
having one sex partner who is not infected and has no other partners.
When looking at the youth report data, it is important to remember that the same youth were not 
necessarily interviewed at both time points. The percentage of youth ages 10–17 who knew how to 
prevent HIV decreased from initial data collection to end line in the full ISVP and control groups, and 
increased in the HES-only group (Figure 20). These changes were not statistically significant within 
program groups.
A greater percentage of older youth (ages 15–17) knew about strategies to prevent HIV than younger 
youth (ages 10–14) across all arms (Appendix C, Table C.79). 
Table 20. Program impact results for youth HIV prevention knowledge, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Youth knowledge of HIV prevention 
behaviors
None
(0.009)
p=0.821
Increase
(0.110**)
p=0.002
Decrease
(-0.102**)
p=0.009
** Statistically significant at p<0.01.
0
10
20
30
40
50
Initial End line
Full ISVP HES-only Control
End Line Data Collection Report for an Impact Evaluation 55
Program impact analyses showed a 1 percent increase in youth knowledge of HIV preventive behaviors 
for the HES-only group, compared to the control group (p=0.002). Compared to the HES-only group, 
the full ISVP group had 1 percent less youth knowing about HIV preventative behaviors (p=0.009). (See 
Table 20.) In the full ISVP group, an interaction with caregiver age occurred; youth with older caregivers 
had decreases of 23 percent to 30 percent in the proportion knowing about HIV preventative behaviors 
(26% for caregiver ages of 25–34, p=0.103; 26% for 35–44, p=0.099; 23% for 45–54, p=0.135; 30% for 
55–64, p=0.061; and 30% for 65+, p=0.076).
The percentage of youth who used a condom at last instance of sex decreased in the full ISVP arm and 
increased slightly in the HES-only arm; however, this percentage was among a very limited sample who 
had had sex in the past 12 months (Appendix C, Table C.29). Male condoms were noted as the most 
common contraceptive method across all arms, although about 98 percent of youth were not currently 
using contraception (Appendix C, Table C.29).
A greater percentage of 15- to 17-year-olds knew their status than 10- to 14-year-olds (with the exception 
of females in the control group, who were more or less the same) (Appendix C, Table C.80). Similar 
trends were observed among those ever tested (Appendix C. Table C.81). Full ISVP youth at initial data 
collection had much higher percentages of those who had ever been tested and knew their status (Figure 
21). Both full ISVP and HES-only youth saw increases in this outcome over time, whereas control group 
youth saw slight declines. At end line, full ISVP youth still had the highest percentages of being testing 
for and knowing their HIV status, followed by HES-only and control youth. 
Figure 21. Youth ages 10–17 ever tested for HIV and knew their HIV status
* p<0.05, p=0.029.
** p<0.01, p=0.006.
Table 21. Program impact results for youth HIV testing, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Youth (ages 10–17) ever tested for HIV (youth 
report)
Increase
(0.048*)
p=0.042
Increase
(0.051*)
p=0.037
None
(0.001)
p=0.890
* Statistically significant at p<0.05
Program impact analyses showed that both full ISVP and HES-only groups saw a 5 percent increase of 
youth ages 10–17 who were ever tested for HIV and knew their status compared to the control group
(p=0.042 and p=0.037, respectively). (See Table 21.) There was no significant difference between the full 
ISVP and HES-only groups.
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Initial End line
Full ISVP** HES-only*** Control+
56 Rwanda’s Improved Services for Vulnerable Populations Project
There were significant interactions in both arms by education and, in full ISVP, by initial data collection
wealth quintile. Full ISVP youth with caregivers who had more education generally had increases in 
reports of ever testing for HIV compared to those with caregivers who had no education (primary 
complete, 8% increase, p=0.070; secondary incomplete, 26% increase, p=0.012). HES-only youth with a 
caregiver who had completed primary school had an 8 percent increase compared to those who had 
caregivers with no education (p=0.080). Full ISVP youth in households with initial data collection wealth 
Quintiles 3–5 had lower reports of youth ever testing for HIV compared to Quintile 1; this finding was 
borderline significant for Quintiles 2 and 3 (7% decrease for both, but p=0.130 and 0.154, respectively),
and significant with a 10 percent decrease for both Quintiles 4 and 5 (p=0.035 and p=0.045, respectively).
Caregiver Health
Figure 22. Total caregivers who reported ever having had HIV test
+ Borderline significant at p<0.10, p=0.116.
*** p<0.000, p=0.000 for HES only and control.
The percentage of caregivers who reported ever having had an HIV test increased across all arms;
however, the increase was more modest within the full ISVP arm from initial data collection to end line. 
The increases were statistically significant for HES-only (p=0.000) and control caregivers (p=0.000), and 
nearly borderline significant for full ISVP caregivers (p=0.116) (Figure 22). See Appendix C, Table C.61
for further details.
Table 22. Program impact results for caregiver HIV testing, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Caregiver ever tested for HIV None
-0.019
(p=0.322)
Decrease
-0.045
(p=0.037)*
Increase
0.026
(p=0.111) +
* Statistically significant at p<0.05.
+ Borderline significant at p=0.10.
Although all groups saw increases in caregivers’ reports of HIV testing, HES-only increased 4.5 percent 
less, compared to control (Table 22). Also, full ISVP increased slightly more than HES-only, although the 
increase was borderline statistically significant. Program exposure prior to initial data collection meant 
that the full ISVP caregivers had values already much higher than the other two groups. Had the initial 
data collection been earlier, we likely would have seen an increase for full-ISVP versus control as well.
0
20
40
60
80
100
Initial End line
Full ISVP+ HES-only*** Control***
End Line Data Collection Report for an Impact Evaluation 57
Caregivers were asked about family planning usage at end line. About one-third of caregivers were using 
family planning methods (34% to 42%) at that time. Of those who reported using family planning, 93
percent to 98 percent were using a modern method. Full ISVP caregivers reported lower levels of family 
planning use (34%) than both other groups (36% in HES-only and 42 percent in control); the differences 
between groups were significant for full ISVP compared to control (p<0.019) and borderline significant 
compared to HES-only (p<0.088). Injectables were the most common method reported (Appendix C, 
Table C.64).
Education
Early Childhood Development
In qualitative interviews, community leaders noted recently emerging differences in community 
approaches to ECD, with increased willingness to prioritize shared spaces for ECD centers, increased 
participation of children as well as parents, and adding a sense of community and shared best practices 
for parenting. Despite these differences, the household survey data showed declines for both program 
groups in ECD attendance 
(Figure 23).
Figure 23. Total children ages 36–59 months attending early child development program
+ Significant change over time within group at p<0.10, p=0.084.
ECD attendance was very high already at initial data collection for the full ISVP group. It then decreased 
over time for both program groups and increased slightly for the control group (Figure 23). As noted 
above, the program shifted its ECD approach to having more ECD care in home-based settings. Survey 
questions at end line did not capture home-based ECD attendance, likely explaining the downward slope 
for full ISVP.
Table 23. Program impact results, early childhood development, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Children ages 36–59 months attending ECD
program
Decrease
(-0.138)**
p=0.009
None
(-0.043)
p=0.276
Decrease
(-0.094)+
p=0.085
+Borderline statistically significant at p<0.10.
**Statistically significant at p<0.01.
0
20
40
60
80
100
Initial End line
Full ISVP HES-only+ Control
58 Rwanda’s Improved Services for Vulnerable Populations Project
According to the DID estimation, this decreasing trend in ECD attendance was only statistically 
significant at p=0.009 for the full ISVP versus control group. The full ISVP group had a 14 percent 
decrease in reports of children ages 36–59 months attending an ECD program compared to control
(Table 23). Had the initial data collection started before ECD programming began or if data on home￾based ECD program attendance had been included, the impacts would likely have been positive for the 
full ISVP group.
There were also heterogeneous impacts on ECD attendance within both program groups. Although for 
the overall full ISVP arm there was a decreasing trend, subgroup analyses showed that for those with 
caregivers at higher levels of education compared to no education, there was actually an increasing trend. 
However, the increase was statistically significant only for the group whose caregivers had completed 
some but not all secondary school (p=0.002). This group saw a 31 percent increase in ECD attendance 
compared to those whose caregivers had no education. The same pattern emerged for HES-only 
caregivers who had completed some but not all secondary school―their children had a 57 percent 
increase (p=0.000) in attending ECD programs compared to those with no education. 
Last, full ISVP group households in Quintiles 2 and 4 showed negative program impact, with Quintile 2 
caregivers reporting an 18 percent greater decrease in ECD program attendance than Quintile 1 
(p=0.016), and Quintile 4 reporting a 16 percent greater decrease (p=0.042).
Schooling
School enrollment minimally decreased or remained stable over time in all three groups. In full ISVP, it 
dropped from 89 percent to 86 percent; in HES-only it went from 75 percent to 74 percent; and in 
control it decreased from 80 to 79 percent (Appendix C, Table C.87). Among all children ages 7–17, the 
percentage not missing any days of instruction during the last full week of school increased in all three 
groups; it increased from 66 percent to 75 percent in the full ISVP group, from 60 percent to 67 percent
for the HES-only group, and from 66 percent to 68 percent in the control group (Appendix C, Table 
C.90). Sickness was the main reason given for absence at both initial data collection and end line,
followed by not having enough money for school fees, materials, and transport. A lower percentage of 
full ISVP households noted the fees response compared to HES-only and control households (Appendix
C, Table C.91).
One of the key outcomes for the evaluation was secondary school attendance among 13- to 17-year-olds. 
The percentage of all children ages 13–17 years who did not miss any days of secondary school remained 
steady or barely increasing across all study arms from initial data collection to end line (Figure 24). At 
both initial data collection and end line, a greater percentage of older children (ages 15–17) than younger 
children (ages 13–14) did not miss school (Appendix C, Table C.90).
End Line Data Collection Report for an Impact Evaluation 59
Figure 24. Among all children ages 13–17, percentage not missing any days of secondary 
school instruction during last full week of school
There were no statistically significant differences over time within groups.
Regular secondary school attendance held steady or increased slightly across the groups, with full ISVP 
reporting highest attendance at both time points, followed by control and HES-only (Figure 24).
There were no statistically significant program impacts on regular secondary school attendance among 13-
to 17-year-olds, although there was a negative trend in both groups (Table 24).
Table 24. Program impact, secondary school attendance, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
Regular secondary school attendance
among 13- to 17-year-olds
None
(-0.027)
p=-0.192
None
(-0.027)
p= 0.126
None
(-0.001)
p=0.977
There were borderline statistically significant interactions between this outcome and wealth for both 
program groups, with the program working better for full ISVP youth in households at the highest wealth 
quintile and for HES-only youth in the lowest wealth quintile. Youth in full ISVP households in the 
highest wealth quintile at initial data collection had a 6 percent increase in regular secondary school 
attendance compared to the lowest wealth quintile (p=0.074). Youth in HES-only households in initial 
data collection wealth Quintiles 2 through 5 all had 6 percent decreases in regular secondary school 
attendance compared to Quintile 1 (p=0.104, 0.109, 0.092, and 0.106, respectively).
For HES-only youth, the program worked better for females. Females ages 13–17 had a 7 percent 
increase in regular secondary school attendance compared to males (p=0.003).
0
10
20
30
40
50
Initial End line
Full ISVP HES-only Control
60 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 25. Among those children ages 7–17, percentage who progressed to a more 
advanced grade in current school year
*** p<0.001, p=0.000 for full ISVP, HES-only, and control.
The percentage of children enrolled in school the previous year progressing to a more advanced grade in 
the current school year decreased across all study arms; this trend was statistically significant for full ISVP 
and HES-only youth (Figure 25). There were no discernable differences in sex or age (Appendix C, Table 
C.93).
Figure 26. Among children ages 13–17, percentage who graduated from primary school and 
returned to secondary school
* p<0.05, p=0.037.
Full ISVP started out with the highest percentage of children graduating from primary and returning to 
secondary school, followed by control and HES-only. At end line, full ISVP decreased slightly (p=0.037)
and the other groups remained stable (Figure 26). 
0
5
10
15
20
25
30
35
40
45
50
55
60
Initial End line
Full ISVP* HES-only Control
0
20
40
60
80
100
Initial End line
Full ISVP*** HES-only*** Control***
End Line Data Collection Report for an Impact Evaluation 61
Table 25. Program impact results for school progression outcomes, per DID estimation
Outcome
Program impact
(regression coefficient)
Full ISVP vs. 
control
HES-only vs. 
control
Full ISVP vs. HES￾only
School-age children who progressed in 
school from previous year
None
(0.016)
p=0.435
None
(0.017)
p=0.452
None
(-0.002)
p=0.940
Youth graduating from primary school and 
returning to secondary school
None
(-0.086)
p=0.244
None
(-0.057)
p=0.487
None
(-0.028)
p=0.682
Looking at the total populations for each group, the DID estimation found no program impact for either 
of the school progression key outcomes (Table 25).
There were, however, significant interaction effects within both program arms for selected 
subpopulations. The program worked better for HES-only youth with caregivers who had either 
completed primary school or gone to secondary school but had not completed it; these caregivers
reported 7 percent and 12 percent greater increases in their child’s school progression from the previous 
year (p=0.014 and p=0.044, respectively). In addition, caregivers in HES-only households in the initial
data collection Quintile 3 reported a 7 percent higher increase in youth progressing in school (p<0.05). 
Looking at the HES-only primary graduation and returning to secondary school outcome, initial wealth 
Quintiles 2–5, had 4 percent to 6 percent larger decreases in reports of youth graduating from primary
and returning to secondary school (6% for the second quintile [p=0.000] and 4% for the other three 
[p=0.019, 0.018, and 0.012, respectively] compared to the Quintile 1).
In the full ISVP arm, youth who had a caregiver ages 25–34 had an 18 percent decrease in progressing in 
school from the previous year (p=0.035) relative to those with a caregiver in the youngest age group. Full 
ISVP households in wealth Quintile 4 at initial data collection had a 5 percent decrease in school 
progression compared to those in Quintile 1 (p=0.088). Female youth in the full ISVP arm also fared 
better than males, with females showing a 14 percent increase in graduation and progression compared to 
males (p=0.088).
Cost-Effectiveness 
This section uses project cost data with DID analysis to assess the cost-effectiveness of the two main 
intervention arms―full ISVP services and HES-only services―in comparison to each other, as well as 
individually to the control group. 
CEA aims to estimate the cost per unit of benefit achieved. Costs are divided by specific measures of 
program effectiveness to help determine what it costs to produce improvements in health.
OVC programs are complex interventions that aim to improve the well-being of vulnerable children and 
families. The following graphic maps how cost inputs going into the ISVP program are linked to the
outputs and outcomes of interest (Figure 27).
62 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 27. Linking cost inputs to effectiveness outcomes
Total Costs
The total cost for the full ISVP arm of the intervention was US$5,374,918 (Table 26). This includes 
staffing, office and equipment supplies, training and travel, and indirect expenses, as well as the direct 
program implementation costs proportional to delivering the full ISVP package of services to the impact 
evaluation cohort assessed in the study. It also includes donated labor by volunteers and staff, donated 
supplies, and the value of donated facility spaces. The total cost of delivering services to the HES-only 
intervention cohort was US$650,581. This cost includes the same categories of costs as the full ISVP
intervention arm. 
In both intervention arms, staffing and program delivery constituted the largest portions of the costs 
incurred. Staffing costs are aggregated from all levels of the program―headquarters to the field. The 
program delivery costs were incurred predominately at the field level by the Rwandan Partner 
Organizations and are composed of both cross-cutting/shared program costs and direct program costs. 
The cross-cutting costs encompassed activities such as capacity building and referrals; monitoring and 
evaluation; sensitization, selection, and registration of households; and developing and printing materials. 
The remaining program delivery costs were directly related to project activities, such as health promotion, 
early childhood development, household economic strengthening, and school materials. We were able to 
map these costs directly to the IR areas to which they aligned programmatically. 
After breaking the costs out by intervention arm, it was possible to look at the cost of the four IRs in the
full ISVP arm. The largest package of services for wraparound household health and education, delivered 
through the first IR, was also the most expensive ($2,166,543). Household economic strengthening 
($1,414,132) and adolescent interventions ($1,084,179) were less expensive than IR 1 but more than what 
it cost to implement community-level interventions ($710,065). These breakdowns largely reflect both the 
programmatic distribution of spending by IR and estimates staff gave for the time spent on the various 
program areas.
End Line Data Collection Report for an Impact Evaluation 63
Table 26. Total cost and cost per beneficiary, by arm
Full ISVP HES-only 
IR 1
Household
IR 2
HES
IR 3
Adolescent
IR 4
Community Total
Staff $ 616,707 $ 505,089 $ 371,720 $ 288,587 $ 1,782,103 $ 224,003 
Office, supplies, and 
equipment $ 54,391 $ 44,547 $ 32,784 $ 25,452 $ 157,174 $ 22,777 
Training $ 183,583 $ 150,357 $ 110,655 $ 85,908 $ 530,502 $ 64,500 
Travel $ 61,956 $ 50,743 $ 37,344 $ 28,992 $ 179,035 $ 21,636 
Program delivery $ 769,020 $ 269,547 $ 241,822 $ 56,096 $ 1,336,486 $ 149,127 
Donated labor, supplies, 
and space
$ 272,157 $ 222,899 $ 164,042 $ 127,355 $ 786,453 $ 104,326 
Overhead $ 208,729 $ 170,951 $ 125,811 $ 97,674 $ 603,165 $ 64,211 
Total cost $ 2,166,543 $ 1,414,132 $ 1,084,179 $ 710,065 $ 5,374,918 $ 650,581
Beneficiaries 43,187 22,444
Cost per beneficiary $ 50.17 $ 32.74 $ 25.10 $ 16.44 $ 124.46 $ 28.99
Cost per Beneficiary
A total of 65,631 children and caregivers received services through the ISVP project involved in the 
impact evaluation. Sixty-six percent, or 43,187 beneficiaries, received the full ISVP package; 34 percent, or 
22,444 beneficiaries, received HES-only services. The cost per beneficiary in the two arms was therefore 
US$124.46 in the full ISVP arm and US$28.99 in the HES-only arm (Table 26).
When breaking down the costs for the full ISVP arm, IR 1 was the most expensive cost per beneficiary 
($50.17), and community interventions were the least expensive ($16.44), directly reflecting the smaller 
number of activities and staff time spent on IR 4. The HES costs from the ISVP intervention arm 
($32.74) are largely comparable to the cost of delivering HES services through the HES-only intervention 
arm. The difference between the two is due to the larger proportion of shared costs attributable to the 
delivery of the full ISVP package of services.
The information on cost per beneficiary is useful because there are other sources in the literature available 
for making comparisons. Previous research has shown that costs for HES-oriented activities by 
themselves range from $10 per child (savings and loans groups in Rwanda) to $203 (income-generating 
activities in Botswana), putting the cost per beneficiary for the HES-only arm on the lower end of the 
spectrum in spending, considering that it includes savings and loans groups (Santa-Ana-Tellez, DeMaria, 
& Galárraga, 2011).
The cost per beneficiary for this study aligns with the IR areas rather than directly with the service areas 
of health, education, and nutrition, which are included in the full ISVP arm. Previously, nonboarding 
educational support costs alone have ranged from $12 (Zambia) to $512 (Botswana), with $30 per child 
occurring in Rwanda (Santa-Ana-Tellez, et al., 2011). Nutrition programming shows an even wider range 
($27 to $568)—those on the more costly end are more likely to entail provision of daily meals, something 
not undertaken by ISVP. Healthcare support services have been found to range from $55 to $170 (Santa￾Ana-Tellez, et al., 2011). Case management, an integral element of OVC programs that involves 
assessments, home visiting, referrals, and linkages―all activities housed under ISVP’s IR 1―range from 
$10 to $50 (Gobin & Foley, 2019). Given the large number of activities delivered through this program, 
the average amount spent per beneficiary in the full ISVP arm aligns with the lower end of the spectrum 
for these individual services. 
64 Rwanda’s Improved Services for Vulnerable Populations Project
Cost per beneficiary data do not gauge the impact or quality of the services delivered. A less expensive 
program may produce less improvement and therefore not be a good use of money, but the same could 
be true of the reverse. In the next section on cost-effectiveness, the cost per beneficiary information will 
be combined with effectiveness data to better illustrate whether the amount spent produces the requisite 
improvements. 
Cost-Effectiveness 
We calculated cost-effectiveness only in those instances in which we found a statistically significant effect. 
We explored CEA ratios for both primary and secondary outcome measures. None of the three primary 
outcomes and only one secondary outcome showed effects when looking at the additive impact of the full 
ISVP package compared to HES-only (Table 27). The full interpretation of these results is available 
elsewhere in this report. 
Table 27. DID results
Full ISVP to 
HES-only
Full ISVP to 
control
HES-only to 
control
Healthy
Caregiver’s knowledge of child’s HIV status NA 6.4% NA
Percentage of youth (ages 10–17) ever tested 
for HIV (youth report) NA 4.8% 5.1%
Stable
Households with moderate or severe hunger NA NA -5.3%
Percentage of household consumption that is 
for food NA 2.6% 3.1%
Schooled Regular school attendance among 13- to 17-
year-old youth NA NA NA
Safe Support for harsh punishment in school or home -14.5% -15.7% NA
NA= Not applicable because DID analyses showed no program impact.
Table 28. Cost-effectiveness results
Full ISVP 
to HES￾only
Full ISVP to control HES￾only to 
control
IR 1 
Household
IR 2
HES
IR 3 
Adoles
cent
IR 4 
Community
Total 
package
Healthy
Caregiver’s 
knowledge of 
child’s HIV status
NA $7.84 - - - $19.45 NA 
Percentage of 
youth (ages 10–17) 
ever tested for HIV 
(youth report)
NA - - $5.23 - $25.93 $5.68 
Stable
Households with 
moderate or 
severe hunger
NA - - - - NA $5.47 
Percentage of 
household 
consumption that 
is for food
NA - $12.59 - - $47.87 $9.35 
Schooled
Regular school 
attendance 
among 13- to 17-
year-old youth
NA - - NA - NA NA 
Safe
Support for harsh 
punishment in 
school or home
$6.58 $3.20 - - - $7.93 NA 
NA= Not applicable because DID analyses showed no program impact; we cannot calculate cost-effectiveness 
without evidence of program effectiveness.
End Line Data Collection Report for an Impact Evaluation 65
For the purposes of this study, the cost-effectiveness ratio tells us how much it will cost to obtain 1 
percent of improvement in the outcome when going from the reduced HES-only package of services to 
the full-ISVP package, or from the control group to either intervention arm over the 21-month period of 
exposure. Table 28 shows the CEA ratios for the full ISVP group compared to the HES-only group, the 
full ISVP group broken down by IR compared to the control group, and the HES-only group compared 
to the control group. 
Healthy: To increase a caregiver’s knowledge of a child’s HIV status by 1 percent in the full ISVP 
intervention group compared to the control group requires $7.84 per beneficiary. A 1 percent increase in 
youth reporting being tested for HIV costs $25.93 per beneficiary in the full ISVP arm, $5.23 per 
beneficiary under IR 3 programming compared to the control group, and $5.68 per beneficiary in the 
HES-only group compared to the control group. There were no additive effects in either health outcome 
when comparing the full ISVP group to the HES-only group.
Stable: To reduce households reporting moderate or severe hunger by 1 percent in the HES-only 
intervention group compared to the control group costs $5.47 per beneficiary. To increase the proportion 
of household consumption that is for food by 1 percent requires $12.59 in the full ISVP group under IR 
2 and $9.35 in the HES-only group.
Schooled: We did not calculate cost-effectiveness for any schooling outcomes because none showed 
significant effects.
Safe: To see a 1 percent reduction in caregiver support for harsh punishment in school or home in the 
full ISVP group compared to the HES-only group costs $6.58 per beneficiary. A 1 percent reduction 
costs $7.93 per beneficiary in the full ISVP package compared to the control group―only slightly more 
than the cost to achieve the same impact when comparing the two intervention arms to each other.
66 Rwanda’s Improved Services for Vulnerable Populations Project
DISCUSSION
Despite the study limitations, the program was still able to affect significant change in multiple program 
areas, in both program arms as summarized in Table 29 according to the evaluation questions. Each 
program arm saw positive impact for seven outcomes and negative impact for one; full ISVP also trended 
positive for an eighth outcome but just missed statistical significance. If the initial data collection had 
taken place earlier prior to program start, full ISVP would have likely shown impact on at least two other 
outcomes (caregiver tested for HIV and ECD attendance), clearly outshining HES-only. Full ISVP 
households at end line also had higher reports of having a savings account and higher savings rates 
compared to HES and control.
Economic Strengthening
Household consumption decreased across all groups during the study period. Qualitative interviews 
revealed that recent droughts and floods had occurred in the study areas; it is possible that they negatively 
influenced economic status. Despite this phenomenon, both program groups saw improvements in 
economic strengthening. HES-only showed decreased household hunger relative to the control group; 
also, the full ISVP arm had a similar trend toward decreased household hunger, although it was not 
statistically significant. Households headed by males fared better for this outcome in the full ISVP group, 
which performed better in some economic respects. Full ISVP households showed some additional
changes in the decreased proportion of consumption going toward the education and health categories. 
Because the full ISVP program offered educational support packages and referral to free health services,
those households could shift spending to other categories, so this decrease is unsurprising. Although 
impact analyses could not be run for savings-related outcomes because of issues with the comparability of 
initial and end line savings questions,
2 a higher percentage of full ISVP households, compared to HES￾only and control households, had savings accounts at end line; these households also had more money 
saved in their accounts. Last, DID analyses showed that full ISVP households increased ownership of 
livestock at end line compared to control households.
Household Decision Making and Gender-Related Attitudes and Behaviors
Program impacts on household decision making and gender-related attitudes and behaviors were limited. 
There was no program impact on these outcomes for the HES-only arm. Full ISVP caregivers, however,
showed significantly less support for harsh child punishment in the home or at school compared to 
control and HES-only caregivers. Also, although in general there was no full ISVP program impact on 
youth gender equitable attitudes, full ISVP male youth saw more improvement than females on this 
outcome. Because of the cut in sample size for the caregiver ISPV questions at end line, the evaluation 
was limited in its ability to detect any program impact for those outcomes in either group.
At end line, we added questions for a subset of youth on violence against them by a parent, caregiver, or 
other adult in the community. The percentage reporting any physical or sexual violence of this type was 
very low, ranging from 2.2 to 2.9 percent across arms. These numbers are much lower than what was 
found by the 2015–2016 Rwanda Violence Against Children and Youth Survey (VACYS) (Rwanda MOH, 
2017). That study found about 1.2 percent of youth age 13–17 reported forced or coerced sex and 34 
percent reported physical violence in the last 12 months by a parent/adult caregiver/adult relative/other 
2 At initial data collection, it was not clear to participants that ISLG group savings counted under the question, “Are 
there members of your household who save with any savings institution (including a tontine/community savings)?” 
Many participants in the program groups reported not having savings when it was clear they were part of ISLGs. To 
rectify this issue, at end line we added an additional question: “Are there members of your household who save with 
an informal savings group (including an ISLG)?”
End Line Data Collection Report for an Impact Evaluation 67
adult in community. This evaluation may have underreporting due to the fact that this was not a dedicated 
violence survey; interviewers were not as experienced as those from VACYS in probing for different 
types of violence, and youth may have been surprised by the violence questions and felt uncomfortable 
answering. In addition, although nobody else in the household was asked about violence and this was 
stated to youth, other members of the household were being interviewed and this may have had a chilling 
effect, making youth less likely to answer honestly; in the VACYS, only youth were interviewed. 
Health
All child health outcomes except caregiver knowledge of child HIV status improved for all groups over 
time. There was no program impact on growth monitoring or minimum dietary diversity, but there was a 
trend toward improved caregiver nutrition knowledge for both program groups compared to control. 
This trend was borderline statistically significant for only households in the HES-only arm, but sample 
size limitations may have been at issue regarding the full ISVP group not rising to any level of 
significance. Birth registration saw increases for HES-only versus control and full ISVP, but this finding 
must be interpreted in light of the fact that full ISVP and control group birth registration levels were 
already much higher at initial data collection than for HES-only. There was a nationwide push for birth 
registration, so it is possible that HES-only responded more positively because there was more room for 
improvement. Across all groups, the percentage of caregivers knowing a child’s HIV status declined. We 
repeated interviews of households (i.e., a household “panel”), not individual children so this decline likely 
occurred because of older children aging out of the households and new children being born. That said, 
both programs had a protective effect, whereby they saw smaller declines compared to control. There was 
a trend toward full ISVP having more of a protective effect compared to HES-only, but it was not 
statistically significant. Also, the effect of initial data collection starting after program activities was 
reflected in the initial values of caregiver knowledge of child HIV status, with the full ISVP group starting 
out much higher than the other groups. With a clean evaluation baseline, there likely would have been a 
significant increase for the full ISVP arm versus the decline seen for the other two arms.
Looking at youth health, youth HIV prevention knowledge started out higher for the full ISVP and 
control groups, and then decreased, whereas HES-only youth HIV prevention knowledge increased. The 
groups converged at end line, and program impact analyses showed this increase as a positive impact for 
HES-only youth compared to control youth, and a negative for full ISVP youth relative to their HES-only
counterparts. It is unclear why control group results would have been higher along with full ISVP at initial 
data collection, but clearly HES-only youth had greater room for improvement, and the program had a 
positive impact on this outcome. The aging-out of older youth also may have influenced these results.
Those who were educated on HIV prevention in the beginning of full ISVP may have aged out of the 
sample, resulting in lower HIV knowledge of the end line sample. Youth reporting having been tested for 
HIV and knowing their status started much higher at initial data collection in full ISVP versus the other 
groups. It then increased over time for both program groups but decreased slightly in the control group.
Both program arms showed a positive program impact. If there had been a clean baseline, full ISVP
would have likely seen a much larger increase than HES-only; as it is, we saw similar impacts. There was
also an interesting general trend for youth HIV testing in the past 12 months and knowing status—more 
males than females tended to report affirmatively, although impact analyses did not show significant 
subgroups effects by sex.
Regarding caregiver health, although caregiver reports of HIV testing increased across all groups, they 
increased less for HES-only compared to control, so HES services had a negative program impact. It is 
unclear why this might be true because control participants did not report higher exposure to HIV-related 
services or information than HES-only participants, and we did not learn of any HIV programs occurring 
solely in control areas. Full ISVP caregiver reports of HIV testing increased more compared to those of 
HES-only caregivers.
68 Rwanda’s Improved Services for Vulnerable Populations Project
For HIV testing in general, it is important to note that the program’s initial testing strategy was mass 
testing, but this approach subsequently changed to targeted testing for high-risk individuals. This shift 
also aligns with Government of Rwanda changes.
Education
ECD attendance was significantly higher at initial data collection for full ISVP compared to both other 
groups. This difference was likely because of program activities beginning before initial data collection.
DID showed a decrease in ECD for full ISVP compared to control; if the initial data collection had 
started before ECD programming began, the impacts would likely have been positive for full ISVP. Also, 
program staff reported that the approach for ECD centers changed to a more home-based one rather 
than being center based. The ECD attendance survey question did not mention home-based ECD 
activities and so likely did not capture those data, explaining why ECD attendance numbers for full ISVP 
did not continue on an upward trend. 
Key schooling outcomes were not impacted by the programs, and two of the three outcomes decreased 
across all groups. Given the decline in consumption and environmental shocks of drought and floods, 
youth may have been leaving school to help at home. Also, per the Fifth Integrated Living Conditions 
Survey (EICV) (NISR, 2018), national school attendance levels have stagnated in recent years; that survey 
was conducted in 2017, when we conducted our initial data collection, but if this national trend continues, 
it seems our sample is following a similar trajectory, and the program has not yet helped change it. The 
sample size for the evaluation was smaller than planned, however, which may have limited our ability to 
detect any already existing changes. Full ISVP had the highest schooling outcomes, but considering the 
very small observed differences between groups, the evaluation would not have been able to detect 
differences even if it had met the originally planned sample size, because the sample size was calculated 
assuming larger changes in schooling outcomes, based on consultation with USAID and the ISVP 
program.
There were interesting heterogeneous gender effects for two of the schooling outcomes. HES-only 
services worked better for females regarding secondary school attendance, whereas full ISVP services 
worked better for females regarding graduation from primary school and continuing to secondary school.
Cost-Effectiveness
When considering how to use the cost-effectiveness results, it may be useful to make comparisons to 
existing spending patterns. Rwanda spent 6.76 percent of its national gross domestic product on health in 
2016 (WHO, 2016). Per person, this percentage comes to about US$48.08. This spending is slightly above 
average for countries of similar economic status in sub-Saharan Africa (WHO, 2016). This study found 
moderate spending per beneficiary in the ISVP program, but when combined with the resulting impact 
for specific outcome measures, the cost to achieve improvements constitutes a relatively large proportion 
of national spending on health per person. Deciding whether it is worthwhile to spend this amount to 
achieve the corresponding outcomes is up to national governments, individual programs, or donors. 
There is evidence to suggest that some costly programs may be cost-effective in the long run by reducing 
more costly, negative outcomes later (Foster, et al., 2006). For example, the moderate investment made by 
OVC programs in improving caregiver knowledge of the HIV status of their children could improve early 
detection of HIV and reduce national-level spending on treatment of late-stage HIV and AIDS, and the 
associated comorbidities and coinfections.
When assessing the additive effects of the full ISVP program to the HES-only program, the impact was 
moderate. When interpreting the full ISVP CEA ratios, it is important to remember that the costs 
included are for a large volume of activities that may be unrelated to the outcome being considered. In 
End Line Data Collection Report for an Impact Evaluation 69
some ways, the full ISVP costs by IR area are more comparable to the HES-only group than the total 
package. 
Although economic evaluations of OVC programs have been conducted previously, there are only limited 
cost-effectiveness analyses that include comparisons of cost to program impact. MEASURE Evaluation 
also conducted the only prior research (Hutchinson & Thurman, 2009). This report builds on that 
research in several ways. It is the first CEA of an OVC program to compare one component of 
programming to the entire OVC package of services―the gold standard for complex programs―that also 
allows for the assessment of additive effects of OVC programming service packages. It is also the first full 
CEA for OVC programs that provides both initial data collection and end line assessments, allowing for 
comparison of costs to DID outcome data. Additionally, the cost data were collected prospectively at 
initial data collection, allowing for customization of the cost data collected. Other achievements include 
the adaptation of staff timesheets to track time by IR―an impressive feat given the scale and scope of the 
ISVP program.
Some important lessons were learned. The complexity of OVC programs introduces specific challenges 
when using traditional economic evaluation methods. First, outcomes from complex interventions may be 
more sensitive to the program-specific context in which they are delivered than those in simple 
interventions (Husereau, et al., 2014).
Second, because the primary research question focused on the additive effect of the full ISVP program 
compared to HES-only services, the costs included in each arm of the study were very broad and not 
limited to activities related to each outcome measure―a major limitation. Ideally, the study would have 
shown program impacts in a number of outcomes, all of which would have been produced using the 
same costs. Instead, the limited outcomes that had an impact seem more expensive because they include 
costs for an array of different services that theoretically link to the chosen outcome measure but would 
not be included in assessing the cost-effectiveness of individual OVC activities in relationship to the 
corresponding measure (such as the cost of HIV education activities on HIV knowledge or HIV testing). 
Because it was possible to track staff level of effort only at the IR level, additional analyses assessing 
activity-specific cost-effectiveness were not possible. 
Table 29. Summary of key findings
Primary evaluation questions Key findings
1. Does the full package of 
Twiyubake services 
strengthen household 
economic status and 
provide the additional 
support to motivate 
economically strengthened 
families to realize health and 
education benefits?
Economic strengthening: Moderate or severe household hunger
decreased in full ISVP areas compared to control but the result 
was not statistically significant. The share of consumption going to 
food decreased less for full ISVP compared to control. Full ISVP 
groups saw greater decreases than both HES-only and control in 
shares of consumption going to education or health. Full ISVP 
households also had greater increases in ownership of livestock 
compared to control.
At end line, a higher percentage of full ISVP households had 
savings accounts, compared to control and HES-only households; 
the amount in savings also was greater compared to control and 
HES-only. 
Household decision making and gender-related attitudes and 
behaviors: There were no differences between full ISVP and control 
or HES-only in changes in physical or sexual intimate partner 
violence against caregivers, household decision making, or youth 
support for gender equitable attitudes. Support for harsh child 
punishment decreased more among full ISVP caregivers than HES￾only and control caregivers.
70 Rwanda’s Improved Services for Vulnerable Populations Project
Primary evaluation questions Key findings
Child health: The full ISVP increase in birth registration was less than 
that in HES-only. Changes in child growth monitoring and minimum 
dietary diversity were similar across groups. Changes in caregiver 
nutrition knowledge were not different between full ISVP and
control or HES-only. Caregiver’s knowledge of child HIV status 
decreased less for full ISVP compared to control.
Youth health: Knowledge of HIV prevention strategies started at a 
much higher level in the full ISVP group but decreased over time, 
whereas HES-only group knowledge increased; as a result, impact 
analyses showed full ISVP youth knowledge decreasing relative to 
those of HES-only youth. Full-ISVP youth testing for HIV increased 
relative to control.
Caregiver health: Caregiver reports of having been tested for HIV 
increased slightly more for full ISVP compared to HES-only.
Education: ECD attendance was very high in the full ISVP group at 
initial data collection compared to both other groups and 
decreased slightly over time, whereas control group attendance 
increased and HES-only attendance also decreased slightly; 
because of these dynamics, impact analyses showed negative 
program impact for full ISVP compared to control and HES-only. 
No program impact was seen for school progression, graduation 
and return to secondary school, or secondary school attendance 
among 13- to 17-year-olds.
2. Can HES-only activities 
provide the economic 
stability for households to 
access health and 
education services, and 
improve individual health 
and educational well￾being?
Economic strengthening: Moderate or severe household hunger
decreased in HES-only areas compared to control areas; the share 
of consumption going to food decreased less in the HES-only 
group than in control.
At end line, more HES-only households had savings accounts 
compared to control households; their amount in savings also was 
greater compared to control. 
Household decision making and gender-related attitudes and 
behaviors: There were no differences between HES-only and 
control in changes in physical or sexual intimate partner violence 
against caregivers, household decision making, youth support for 
gender equitable attitudes, or caregiver support for harsh child 
punishment.
Child health: The increase in birth registration was greater in HES￾only than in control and full ISVP. Changes in child growth 
monitoring and minimum dietary diversity were similar across 
groups. Caregiver nutrition knowledge and knowledge of child’s 
HIV status increased more for HES-only versus control.
Youth health: HES-only youth knowledge of HIV prevention 
strategies and report of HIV testing increased relative to control
youth. 
Caregiver health: Although all groups saw increases in caregivers’
reports of HIV testing, HES-only increased less compared to control.
Education: There was no program impact on ECD attendance, 
school progression, graduation and return to secondary school, or 
secondary school attendance among 13- to 17-year-olds.
3. Which of these two 
approaches is more cost￾effective?
Economic strengthening: To reduce households reporting 
moderate or severe hunger by 1 percent in the HES-only 
intervention group compared to the control group costs $5.47 per 
beneficiary.
End Line Data Collection Report for an Impact Evaluation 71
Primary evaluation questions Key findings
To increase the proportion of household consumption for food by 1
percent requires $12.59 in the full ISVP group under IR 2 and $9.35 
in the HES-only group. HES-only was more cost-effective.
To increase the proportion of household consumption for food by 1 
percent requires $12.59 in the full ISVP group under IR 2 and $9.35 
in the HES-only group. HES-only was more cost-effective.
Health: To increase caregiver’s knowledge of child’s HIV status by 1
percent in the full ISVP intervention group compared to the control 
group requires $7.84 per beneficiary when considering the cost of 
the IR1 household interventions, or $19.45 in the full package. HES￾only did not show significant effects for this indicator.
A 1 percent increase in youth reporting HIV testing costs $25.93 per 
beneficiary in the full ISVP group, $5.23 per beneficiary under only 
IR 3 programming compared to control, and $5.68 per beneficiary 
in the HES-only group compared to control. HES-only was more 
cost effective, unless only using the full ISVP IR3 costs as 
comparison.
Schooled: No schooling outcomes showed significant effects.
Safe: To see a 1 percent reduction in caregiver support for harsh 
punishment in school or home in the full ISVP group compared to 
the HES-only group costs $6.58 per beneficiary. A 1 percent 
reduction costs $7.93 per beneficiary in the full ISVP package 
compared to the control group―only slightly more than the cost to 
achieve the same impact when comparing the two intervention 
arms to each other. HES-only did not have program impact so no 
cost-effectiveness comparison could be carried out.
These results can be considered in light of recent results from another USAID-supported evaluation in 
Rwanda that compared Gikuriro, an integrated nutrition and hygiene and savings group project, to two 
levels of cash transfers (transfer amounts equal to program spending or a much larger transfer of more 
than $500 per household; McIntosh & Zeitlin, 2018). That evaluation found that the integrated program
benefitted savings but did not improve core evaluation outcomes (which were nutrition related) within a 
year of the study. Both cash transfer groups improved economic strengthening outcomes; the large cash 
transfer also modestly affected child anthropometrics. The current evaluation had different core 
outcomes, a few overlapping secondary outcomes, and did not include a cash transfer arm, so 
comparability to the Gikuriro evaluation is tenuous. However, the added value of the bundled program 
(full ISVP) in the current evaluation compared to HES-only was limited and not cost-effective in the 
short term. This finding suggests that Rwandan decision makers looking to achieve health outcome
changes in the short term may want to focus on household economic strengthening activities. It is unclear 
whether this approach would work in the longer term, and studies with longer-term follow-up of 
beneficiaries are warranted.
Limitations
Program exposure before initial data collection and length of program exposure overall may have limited 
our ability to detect significant measurable changes in program arms. The program components had been 
rolled out 12 to 18 months before data collection, so we expected some differences between the full ISVP 
and HES-only groups in initial data collection values; based on consultation with the program at that 
time, however, we anticipated these differences would have been short term. The DID results for shorter￾term outcomes thus may capture less change than occurred in reality. In addition, based on consultation 
72 Rwanda’s Improved Services for Vulnerable Populations Project
with the program at initial data collection, we timed the end line to correspond to 2 to 2.5 years of 
program exposure; we expected to see longer-term outcomes realized at that time and that many 
participants would have graduated from the program (Twiyubake was envisioned as a 2- to 3-year 
program). At end line, however, only a low percentage of participants reported having graduated from the 
program. Thus, the end line timing may have been too soon to capture measurable change in longer-term 
outcomes. 
The basic assumption of DID analysis is that the program group would, in the absence of the program, 
have experienced a trend in outcomes parallel to that of the control group, referred to as the “parallel trend 
assumption.” The validity of the estimated program impact based on DID relies on this assumption, but 
its validity cannot be tested directly. The common technique for indirectly assessing the parallel 
trend assumption is examining whether there were pre-program secular trends applicable to this evaluation,
given that pre-program data were not available. If the parallel trend assumption is violated, the DID model 
may yield inaccurate inferences about program impact. As a solution, we controlled for differences in the 
trend experienced by the comparison group and what the program group would have experienced in the 
absence of the program. We did so by using a regression version of the DID model that controls for 
changes in time in observed factors (such as community shocks) that could otherwise cause deviation from 
the “no program” trend. 
Although the sectors were randomized into study groups, results from balance testing at the time of initial 
data collection suggest that the control group was different from the program groups and the program 
groups were different from each other in some systematic ways―unsurprising, considering our sampling 
methods. We selected the control group from the MVC list without further screening. We selected the 
program beneficiary households, however, based on those lists and then further screened them to reach 
the most vulnerable. It may be that the additional screens applied to the program groups yielded a 
population with systematic differences from the control group. However, the DID model we used 
controlled for such differences. 
Overall, the results of the balance testing reinforced the decision to employ a DID with a fixed-effects 
approach for estimating program effects. This strategy controlled for both observed and unobserved 
time-invariant differences between program and control areas, and included individual-level observed 
background characteristics (e.g., caregiver age, marital status, sex of head of household, and education) in 
the statistical models to account for their potential impact on the outcome indicators. A DID analysis also 
allowed for differences in outcome indicators at the initial time of data collection when estimating project 
impact.
Contamination is a concern. Control households reported some exposure to various services and 
information like that provided by the program, albeit at consistently lower levels than program arms; 
similarly, HES-only households reported exposure to such services and information, but at lower levels 
than that of full ISVP households. Contamination by various government programs/donations was also 
found in all groups. Qualitative informants did not point to any programs that were systematically 
distributed in one arm versus another and randomization should mean that the effects of government 
interventions would have been equally distributed throughout the arms. However, this contamination 
may have made the group outcomes more similar than they would have been otherwise. It also negatively 
affects our confidence in attributing the observed changes to the programs.
All three groups had the same basic package of nutrition services offered by various projects under a 
nationwide government push, so nutrition-related results must be interpreted in that light.
The study sample size was slightly smaller than planned, which may have limited our ability to detect 
potential differences between groups when they existed. The sample size was smaller because 
of the challenge of the wide variation of the size (number of participant households within village) across 
End Line Data Collection Report for an Impact Evaluation 73
villages and the need to confine fieldwork to a number of villages that was practical for interview 
purposes and given study resources. The household hunger and school progression from primary to 
secondary outcomes powered the sample size and so would be most vulnerable to sample size limitations.
The qualitative data were limited in scope and only intended to provide community-level context and 
general understanding of large shifts in programmatic approaches. Qualitative data from beneficiaries 
would have helped to elucidate some of the DID results.
Last, there was a change in the local research IP between initial data collection and end line. It is possible 
that there were systematic differences in how the two partners carried out the fieldwork but this
possibility is unlikely because there were no major changes in survey administration (tablet) or content 
between data collection points, and there were only limited additional questions at end line. Also, even if 
there were differences, there is no reason to think they would have affected the study groups differently 
and harmed our ability to make comparisons between groups.
74 Rwanda’s Improved Services for Vulnerable Populations Project
RECOMMENDATIONS
• In light of these findings, we make the following recommendations: To improve education 
outcomes, future programming should consider different approaches or increased exposure to 
current approaches under the education result area; schooling outcomes were the only category 
of outcomes unaffected by the program in the current study.
• To better affect change in youth job readiness and improved employment, future programming 
should consider different approaches or increased exposure to current approaches under this 
pillar; related outcomes in the current study were very low.
• Future ISLG programs should consider how to address program participant concern on starting 
amounts for ISLG group participation; this was the primary reported reason for program drop￾out.
• To address gender-related findings, future programming should: 
o Consider how to better support households with female heads to decrease household 
hunger; in this study we found full ISVP worked better for households with male heads.
o Consider different approaches or increased exposure to current approaches to 
encouraging more equitable gender norms among boys; this evaluation did not find 
change in this area.
• USAID should consider conducting a qualitative study with beneficiaries 6+ months after 
graduation, comparing full ISVP and HES-only households; longer term follow-up of 
beneficiaries would help to understand whether full ISVP households have better sustainability of 
outcomes, considering their greater savings and livestock ownership at end line; it would also 
help to clarify some of the results and capture more nuanced changes that the study was unable 
to capture. For example, education outcomes were unaffected in both arms. It may be that any 
impacts were just too small for our study to capture, but qualitative exploration could help to 
understand this.
• Considering the challenges this study encountered in the CEA, future complex OVC program 
CEA research should consider:
o Using cost utility analysis to assess the benefits of OVC programs using standardized 
and comparable measures like disability-adjusted life years (DALYS) or quality-adjusted 
life years (QALYS) instead of natural units used in CEA; i.e., caregiver knowledge of 
HIV status (Husereau, D., et al.). Use of non-natural units will make comparison to 
other programs easier but will not necessarily solve the issue of outcome sensitivity in 
complex programs. 
o Combined outcome measures could also be considered when looking at the cost of 
complex, packaged service programs. Combined outcomes may better measure the 
wrap-around effects that were difficult to identify or link to the costs to in this study.
o It could be prudent to consider similarly set up studies that have a narrower focus, 
randomizing beneficiary households to exposure to specific activities; for example, if one 
aims to increase HIV testing, consider assessing the impact of risk assessments and 
referrals during home visiting compared to index patient testing. Costs in this context 
would have to be collected in an entirely bottom-up manner, an endeavor that is both 
more time consuming and expensive than the approach used in this study.
End Line Data Collection Report for an Impact Evaluation 75
CONCLUSIONS
Although study limitations likely dampened results for both program arms, this evaluation did find 
positive impact on key outcomes. HES-only services drove the change in the primary economic 
strengthening and health outcomes. Full ISVP services shifted the primary health outcome and the trend 
for the economic strengthening outcome was similar to that of HES-only services, but just barely missed
statistical significance cutoff. The primary education outcome was not changed by either program. Both 
programs positively affected some secondary outcomes, including several child and youth HIV outcomes;
each program also uniquely affected a few outcomes. The full ISVP program appeared to negatively 
impact several secondary outcomes, possibly because of the late initial data collection period (after 
program activities had begun). Those outcomes would likely have shown positive full ISVP program 
impact if initial data collection had been done before program start. Last, full ISVP households had
greater savings at end line and the program positively impacted ownership of livestock.. Over time, these 
greater savings and productive assets may help full ISVP households to better ensure the sustainability of 
outcomes and achieve other outcome shifts; longer-term beneficiary follow-up would be helpful in 
determining the occurrence of these outcomes.
When we assessed the additive effects of the full ISVP program compared to the HES-only program, the 
impact was moderate, and the full ISVP program was only more cost-effective for achieving 
improvement in one outcome—youth reporting of HIV testing—and only if using IR3 costs alone. 
Because end line data collection took place before most households graduated from the programs, 
however, these results may not reflect the long-term cost-effectiveness of the program. Follow-up with 
beneficiaries would be helpful in answering this question.
76 Rwanda’s Improved Services for Vulnerable Populations Project
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78 Rwanda’s Improved Services for Vulnerable Populations Project
APPENDIX A. ADDITIONAL METHODS
Training and Fieldwork
Information on training and fieldwork for the initial data collection can be found in the initial data 
collection report. 
End Line Training and Pretesting 
Quantitative
Enumeration Team, Team Leaders, Training, and Pilot Surveys
Enumerators were selected from Incisive Africa’s existing database of enumerators, which includes those 
who have at least college-level education and past enumerator experience. All had completed an Incisive 
Africa enumerators training before the current data collection training activity.
Incisive Africa and MEASURE Evaluation conducted the data collection training in Kigali for the entire 
data collection team from September 10–22, 2018. Topics covered included best practices in survey 
administration, ethical considerations in human subjects’ research (including special precautions when 
collecting data on intimate partner and caregiver violence against youth), and extensive review of the 
survey instruments. However, because of UNC IRB approval delays, the training was suspended on 
September 22, 2018 to ensure that UNC-IRB clearance was secured. After clearance, refresher training 
began on October 20, 2018 and was completed on October 29, 2018. All except one of the originally
trained enumerators resumed training. Trainers conducted extensive mock interviews to ensure that 
enumerators were well conversant with all of the data collection instruments and had practiced reading 
the questions to ensure a normal and natural conversation with respondents.
To ensure sufficient enumerator preparation and exposure, we organized pilot surveys on both semi￾urban and rural settings, which exposed the team to field-like conditions. The IP provided two sectors 
(Ndera and Nduba) that were not part of the end line sample for use as the pilot sites during enumerator 
training. The pilot surveys took place on October 26 (Ndera sector) and October 29, 2018 (Nduba 
sector). During both training periods, we selected the strongest enumerators as team leaders.
We selected 13 team leaders for further training as team leaders or supervisors. Each led a team of five
enumerators. All selected team leaders had extensive experience in field teams leadership and were 
knowledgeable about all of the data collection instruments. Team leaders participated in a day of
additional training over the course of the September 2018 training and another day on October 30, 2018.
This training prepared them to manage their teams, contact local leaders and introduce the study, locate 
respondent households, execute quality control procedures, maintain fieldwork discipline, upload data to 
the server, and allocate households to enumerators in a logical manner.
Tracing and Identifying Respondents
The team leader ensured that the data collection team arrived in the sample village early, introduced the 
end line survey team to the local leaders, and presented the end line survey authorization paperwork to 
enhance local leaders’ confidence and cooperation. Once these tasks had been achieved, team leaders
worked with the local leaders to get directions to the respondent households (because they did not have
household GPS coordinates) and then sought out those households. On arrival at the households, 
enumerators would introduce themselves and then seek to authenticate whether they were at the correct 
household via the household register. Once authenticated, the enumerator sought consent from the head 
of household for the household survey and began the interview. They sought consent from each 
End Line Data Collection Report for an Impact Evaluation 79
respondent and retained a copy of each respondent’s consent form. If respondents had moved within the 
cell, their location was researched with local leaders and enumerators attempted to reach them at their 
new location.
Quality Control Procedures
We invested a great deal of effort to ensure that enumerators followed all skips and logics in the survey 
during tablet data collection. All questions were programmed following the survey logic, and enumerators 
could not proceed before answering the applicable question. The tablets also had a script built in that
counterchecked all responses on completion of the interview to determine whether there were questions 
that required further probing. Enumerators collected data on Cs-pro mobile, with all other functionalities 
disabled except Cs-pro; collected data were encrypted with BitLocker and then uploaded to the University 
of North Carolina (UNC) UNC secure servers at the earliest possible opportunity for further back-office 
checks, such as completeness, and flagged for return to field and re-interviewing if needed.
After deploying and helping enumerators locate their respondent households, team leaders then
accompanied their enumerators on a rotating basis. This procedure ensured that the team leader 
witnessed at least one full household’s interviews every day and could then offer the enumerator 
guidance, advice, and feedback on questionnaire administration. Team leads conducted 870 enumerator 
accompaniments. At the end of each field day, teams debriefed regarding the day’s progress, issues 
encountered, and proposed solutions.
Qualitative
Training and Fieldwork 
Six staff with at least college-level education and some past experience in moderating and conducting 
KIIs served as interviewers. Training took place in Kigali from December 6–9, 2018, covering both 
instruments, best practices in KIIs, and ethical issues in human subjects research. Pilot interviews were
conducted in Remera sector, Gasabo district on December 10, 2018. Following this interviewing, the 
trainers assessed which trainees were most competent in interviewing skills and selected three of them as 
the interviewers. The remaining three acted as back-up moderators and note takers.
Fieldwork
We received a contact list of IPs’ staff from GC and selected villages for the community leader interviews 
based on program status and location. We contacted the IP staff by telephone and scheduled interviews 
with them at their convenience in their offices or another private location convenient to them. Because 
they did not have local leader contacts for the community leader interviews, the team contacted the 
designated respondent once they were in the field to set an appropriate time for the interview. Only if the 
designated respondent failed to respect three appointments was he or she replaced with the second most 
informed respondent within the village, as per protocol.
The qualitative data collection began on December 11, 2018 in Kigali city. The teams worked from 
Monday to Saturday, and conducted interviews in Kinyarwanda. The data collection continued until 
January 26, 2019, and the teams audio-recorded all interviews. The average length was 26 minutes. As a 
quality control measure, the team debriefed after every interview and discussed challenges and approaches 
to improve data collection moving forward.
Table A.1. sets out the breakdown of key informants by sex and group (for community leader interviews).
80 Rwanda’s Improved Services for Vulnerable Populations Project
Table A.1. Key informant interviews by sex
Status Female Male Total
Control 6 6 12
Full ISVP 7 5 12
HES 5 7 12
Implementing partners 1 8 9
19 26 45
Sampling Size Estimation and Design
Sample Size Estimation
Following Fleiss, Levin, & Paik (2003), we employed the following basic sample size estimator for 
comparison of proportions 𝑝1 and 𝑝2 across two populations (Populations 1 and 2):
𝑛1 =
𝑛′
4
∙ [1 + {1 +
2 ∙ (𝑟 + 1)
𝑛′ ∙ 𝑟 ∙ |𝑝1 − 𝑝2
|
}
1/2
]
2
𝑛2 = 𝑟 ∙ 𝑛1
𝑛
′ =
[𝑧1−𝛼
2
⁄
∙ {(𝑟 + 1) ∙ 𝑝̅∙ 𝑞̅}
1
2
⁄ + 𝑧1−𝛽 ∙ (𝑟 ∙ 𝑝1 ∙ 𝑞1 + 𝑝2 ∙ 𝑞2
)
1
2
⁄
]
2
𝑟 ∙ (𝑝1 − 𝑝2
)
2
where
𝑝̅=
(𝑝1 + 𝑟 ∙ 𝑝2
)
(𝑟 + 1)
𝑞̅ = 1 − 𝑝̅
𝑞1 = 1 − 𝑝1
𝑞2 = 1 − 𝑝2
and
𝑍1−𝛼
2
⁄
and 𝑍1−𝛽
are critical values from the standard normal distribution. This essentially represents the conventional 
sample size estimator for determining sample sizes 𝑛1 and 𝑛2 (constrained3 so that 𝑛2 = 𝑟 ∙ 𝑛1) sufficient 
to detect with power 1 − 𝛽 and 𝛼 significance and a difference between samples of 𝑝1 − 𝑝2 for some 
proportion-based indicator. The first of these equations reflects a “continuity correction.”
Other assumptions about key parameters driving this sample size estimate included an anticipated design 
effect (or two for Indicator one, and three for Indicator two), the number of 13- to 17-year-olds we 
expected to find per household (0.7), and the household nonresponse rate (0.965050733). Making such 
key parameter assumptions is somewhat challenging in a society like Rwanda, where fertility levels are in 
flux. We regard these sampling parameter assumptions as conservative, based on projections of observed 
values for them through the 2010 Rwanda DHS (e.g., the response rate was based on the lowest response 
rate experienced across the three DHS surveys from 2005 to 2010).
3 In other words, 𝑟 defines the ratio of the two sample sizes: 𝑟 = 𝑛2⁄𝑛1
.
End Line Data Collection Report for an Impact Evaluation 81
Sampling Design
Sample selection of all units satisfied probability sampling. Below the sector, the administrative units were 
cells and then villages. We sampled directly from the full list of villages across the sectors assigned to each 
domain (i.e., villages served as primary sampling units within each domain). The selection of villages was 
complicated by the wide variation of the size measure (number of participant households within village) 
across villages. This variation required an iterative selection method for villages to obtain a sample that 
was of the target size and confined to a practical number of villages for interview purposes, and given 
study resources. We obtained the probability of selection for villages via simulation. We repeated this 
iterative selection method many times. The percentage of those replications that a given village was 
selected is a highly accurate approximation of its probability. Moreover, we used the simulation of the 
iterative village selection method to ensure that the requirements of probability sampling were met for 
villages (namely, that each village had a positive known probability of selection from this process). The 
village-level weight is then simply the inverse of this probability selection. 
Selection of households proceeded along two tracks. First, per the original design, we selected all 
participant households in participant villages. However, on entry into the villages, we discovered some 
participants who were not on the participant list (the analog in control areas is that we discovered 
Ubedehe Level 1 and 2 households not on the list). To ensure probability sampling of participant
(Ubedehe) households within selected villages, we selected a proportion of the unlisted households (as 
identified by village leaders) in each village via simple equal probability of selection method (EPSEM) 
sampling. We adjusted weights for nonresponse. Within-household variation in weights reflects the 
differential nonresponse of subpopulations within households and, in some cases, within household 
selection via EPSEM sampling from them. Within each selected household in all three groups, we 
interviewed the following: (1) all eligible caregivers, (2) the primary ISLG members in the program 
groups, and (3) a randomly selected 10- to 17-year-old.
For end line, we visited the same households again, but not necessarily the same individuals. We also 
followed caregivers and children who moved out of the original household but within the same sector.
Household Wealth Calculation
We determined household wealth by constructing a wealth index via a polychoric principal components 
analysis (Kolenikov & Angeles, 2004). We included both housing characteristics (i.e., access to electricity;
source of drinking water; materials used to construct the walls, floors, and roof; type of toilet; number of 
rooms for sleeping; cooking fuel; type of household ownership) and possession of various durable goods 
(e.g., land, dressing table, mortar and pestle, bed, table, chair, radio, mobile phone, farming assets, and 
livestock) in the model. We recoded categorical variables relating to housing characteristics, such as 
source of drinking water and material of walls recoded to ordinal variables, with higher value categories 
representing households with a higher socioeconomic status based on the quality of the source or 
material. We analyzed these categorical variables, dichotomous ownership variables, and any continuous 
variables using the polychoric principal components analysis to produce a common factor score for each 
household, and then used the resulting factor score to determine wealth quintiles.
Study Procedures
The quantitative questionnaires and information collected were as follows:
The household questionnaire was designed to capture demographic and socioeconomic characteristics 
of the household, including the household roster, household consumption, savings and loans, housing 
82 Rwanda’s Improved Services for Vulnerable Populations Project
characteristics, and information on participation of household members in social or development 
programs. 
The caregiver questionnaire was designed to record demographic characteristics of the caregiver, 
health status of caregiver, household decision making, and caregiver’s use of services. Additional 
questions about the caregiver’s children included health and well-being of children less than 10 years old, 
including education, recent illness, disabilities, early childhood development, psychosocial well-being, and 
food consumption. For female caregivers, the tool also covered experiences of IPV; we randomly selected 
one female caregiver per household to complete the IPV component at initial data collection; at end line, 
we selected only a subsample of sectors in which to apply the IPV component.
The youth questionnaire collected individual information on education, employment, chores, 
disabilities, psychosocial well-being, sexual and reproductive knowledge, attitudes toward gender, and use 
of health and social services. At end line, a subsample the tool also covered experience of violence by a 
caregiver or other adult in the community.
The ISLG questionnaire covered savings and loan group participation, and aspects of how the ISLG 
group functioned, such as loan repayment terms and standard contribution amounts.
The qualitative interview guides and information collected were as follows:
The program staff interview guide: Administered to ISVP program and subcontractor staff at the 
national and regional levels, this guide was designed to explore program and subcontractor perspectives 
on program implementation success and challenges, any changes in implementation approaches over 
time, and contextual information on other activities on the program areas that may have influenced study 
outcomes.
The community leader interview guide: Administered to community leaders familiar with health and 
economic development activities in their communities, this guide was designed to explore community 
leader perspectives on program implementation success and challenges, and contextual information on 
other activities in the program areas that may have influenced study outcomes.
Ethical Considerations
The study obtained written informed consent from all participants. Special population considerations 
were necessary. For adolescents, parental or caregiver consent was required in addition to the consent of 
the adolescent; for female caregivers and youth interviewed about caregiver or adult violence, special 
consent was required for administration of IPV questions. For the latter, the team followed the World 
Health Organization (2001) ethical and safety recommendations for research on IPV. Precautions 
included the following:
• Names of respondents were not disclosed and excluded from all data sets.
• Instruction was built into the survey module, requiring the interviewer to continue the interview 
only if privacy was confirmed. Interviewers who could not conduct the interview in a private 
place were instructed to skip the IPV module and explain in the tablet what happened.
• At the start of the IPV module, the interviewer read a statement to the respondent to inform her 
that the following set of questions were personal and would explore different facets of a woman’s
or adolescent’s life. The statement also ensured that her answers were confidential and would not 
be shared beyond the study team. This statement was given in addition to the informed consent 
obtained at the start of the interview.
• Special training was provided for interviewers and supervisors to sensitize them to issues 
surrounding IPV and violence against children, and specific concerns regarding collection of data 
on violence. 
End Line Data Collection Report for an Impact Evaluation 83
• At the initial data collection time, we collected IPV data (not data on violence against youth). At 
that time, only one eligible female caregiver in each selected household was to be administered 
the IPV module questions. In households with more than one woman eligible for the caregiver 
survey, the interviewer would randomly select which woman would be administered the module,
using the tablet. Interviewing only one woman per household for IPV questions minimized 
possible security breaches that could occur if other household members knew that a woman had 
shared IPV information.
• Questions regarding violence against youth were added at end line. At that time, we had to ensure 
that we interviewed no more than one person per household on violence. We also had to ensure 
that within a community, we did not ask both caregivers and youth even in different households
about violence. To minimize the risk of retaliatory violence against youth, we did not want 
caregivers in a given community to know that youth in that community were being asked about 
caregiver violence. Thus, we asked IPV questions in half of the sectors and violence against 
youth questions in the other half.
Team members offered information on local organizations that provide services and referrals related to 
IPV to all IPV and violence against youth respondents who wanted help. We referred youth reporting 
experiences of violence to the government’s community liaison responsible for child protection if the 
youth wanted such a referral.
Also, no information on HIV status was available to the study team; for example, the beneficiary list from 
ISVP did not have information about HIV status, and the surveys did not ask participants to report their 
HIV status.
Data Analysis
Quantitative Hypothesis Testing 
We performed hypothesis testing on selected indicators in this report, accounting for the sampling 
weights. To examine differences in indicators between groups at one measurement time point (end line) 
for a cross-sectional sample of households or individuals, we used a two-sample t-test and Person’s chi￾squared test for continuous and dichotomous/categorical variables, respectively. 
We also examined changes in key indicators between initial data collection and end line for a panel sample 
of households or individuals. The testing circumstance was unique in that we needed to compare 
indicator values over time for partially panel samples (i.e., some units appear in the samples for both time 
points, whereas others appear only once). Straightforward classical tests based on independent samples or 
wholly panel samples thus were inappropriate. We thus formed bootstrapped estimates for the standard 
error of the differences in indicators over time. Specifically, we performed cluster bootstrapping to 
capture our survey design appropriately.
We performed the tests against the null hypothesis of no difference between groups or measurement time 
points at the significance level of 0.05 unless otherwise indicated.
Quantitative Data Analysis
We conducted the analysis of initial and end line data using Stata, the statistical analysis package. We 
determined the impact of the ISVP interventions on selected health, education, and economic outcomes 
using the DID model. This model identifies the impact of a program as the difference between a sample 
of participants and a control of nonparticipants in the trends each experienced in an outcome, going from 
84 Rwanda’s Improved Services for Vulnerable Populations Project
initial data collection (in early program implementation) to end line (after program implementation). The 
basic assumption of DID analysis is that the program group would, in the absence of the program, have 
experienced a trend parallel to that of the control group. It is referred to as the “parallel trend 
assumption.” 
If the parallel trend assumption is violated, the DID model may yield inaccurate inferences about 
program impact. As a solution, we controlled for differences in the trend experienced by the comparison 
group and what the program group would have experienced in the absence of the program, using a 
regression version of the DID model that controls for changes in time in observed factors (such as 
community shocks) that otherwise could cause deviation from the “no program” trend. 
For our estimation of the average effect of treatment on the treated, we estimated the regression model:
𝑌𝑖𝑗𝑡 = 𝛽0 + 𝛽1 ∙ 𝑃𝑗
𝐹 + 𝛽2 ∙ 𝑃𝑗
𝐻 + 𝛽3 ∙ 𝑡 + 𝛽4 ∙ 𝑃𝑗
𝐹
∙ 𝑡 + 𝛽5 ∙ 𝑃𝑗
𝐻 ∙ 𝑡 + 𝛽6 ∙ 𝑋𝑖𝑗𝑡 + 𝜀𝑖𝑗𝑡
where
𝑖 𝑖𝑛𝑑𝑒𝑥𝑒𝑠 𝑖𝑛𝑑𝑖𝑣𝑖𝑑𝑢𝑎𝑙 𝑐𝑎𝑠𝑒𝑠(ℎ𝑜𝑢𝑠𝑒ℎ𝑜𝑙𝑑, 𝑐𝑎𝑟𝑒𝑔𝑖𝑣𝑒𝑟, 𝑐ℎ𝑖𝑙𝑑, 𝑒𝑡𝑐. )
𝑗 𝑖𝑛𝑑𝑒𝑥𝑒𝑠 𝑡ℎ𝑒𝑖𝑟 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑡𝑖𝑒𝑠
𝑡 = {
1 𝑖𝑓 𝑡ℎ𝑒 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛 𝑖𝑠 𝑑𝑟𝑎𝑤𝑛 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑒𝑛𝑑 𝑙𝑖𝑛𝑒 𝑠𝑢𝑟𝑣𝑒𝑦
0 𝑖𝑓 𝑡ℎ𝑒 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛 𝑖𝑓 𝑑𝑟𝑎𝑤𝑛 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑏𝑎𝑠𝑒𝑙𝑖𝑛𝑒 𝑠𝑢𝑟𝑣𝑒𝑦
𝑃𝑗
𝐹 = {
1 𝑖𝑓 𝑐𝑙𝑢𝑠𝑡𝑒𝑟 𝑗 𝑖𝑠 𝑖𝑛 𝑓𝑢𝑙𝑙 𝐼𝑆𝑉𝑃
0 𝑖𝑓 𝑐𝑙𝑢𝑠𝑡𝑒𝑟 𝑗 𝑖𝑠 𝑛𝑜𝑡 𝑖𝑛 𝑓𝑢𝑙𝑙 𝐼𝑆𝑉𝑃
𝑃𝑗
𝐻 = {
1 𝑖𝑓 𝑐𝑙𝑢𝑠𝑡𝑒𝑟 𝑗 𝑖𝑠 𝑖𝑛 𝐻𝐸𝑆 − 𝑜𝑛𝑙𝑦
0 𝑖𝑓 𝑐𝑙𝑢𝑠𝑡𝑒𝑟 𝑗 𝑖𝑠 𝑛𝑜𝑡 𝑖𝑛 𝐻𝐸𝑆 − 𝑜𝑛𝑙𝑦
and
𝑋𝑖𝑗𝑡 𝑎𝑟𝑒 𝑡𝑖𝑚𝑒 𝑣𝑎𝑟𝑦𝑖𝑛𝑔 𝑐ℎ𝑎𝑟𝑎𝑐𝑡𝑒𝑟𝑖𝑠𝑡𝑖𝑐𝑠 ( 𝑒. 𝑔. , 𝑖𝑛𝑑𝑖𝑣𝑖𝑑𝑢𝑎𝑙, 𝐻𝐻, 𝑎𝑛𝑑 𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑡𝑦 𝑐ℎ𝑎𝑟𝑎𝑐𝑡𝑒𝑟𝑖𝑠𝑡𝑖𝑐𝑠, 𝑒𝑡𝑐. )
𝑜𝑓 𝑖𝑛𝑑𝑖𝑣𝑢𝑑𝑎𝑙 𝑐𝑎𝑠𝑒 𝑖 𝑖𝑛
𝑐𝑜𝑚𝑚𝑢𝑛𝑖𝑡𝑦 𝑗 𝑎𝑡 𝑡𝑖𝑚𝑒 𝑡.
The terms in this regression each control for fixed differences between those enrolled in full ISVP and 
HES-only (𝛽1 ∙ 𝑃𝑗
𝐹
and 𝛽1 ∙ 𝑃𝑗
𝐻, respectively) and the rest of the study population (e.g., the full ISVP 
control 𝛽1 ∙ 𝑃𝑗
𝐹
captures fixed differences between the full ISVP population and the HES-only and 
control populations). 𝛽3 ∙ 𝑡 represents the common time trend between the program and comparison 
groups. 𝛽4 ∙ 𝑃𝑗
𝐹
∙ 𝑡 captures program impact for full ISVP (it is the difference in the observed trend 
between program and comparison groups), and 𝛽5 ∙ 𝑃𝑗
𝐻 ∙ 𝑡 captures the program impact for HES-only. 
Finally, 𝛽6 ∙ 𝑋𝑖𝑗𝑡 controls for factors that might otherwise provide a source for a violation of the parallel 
trend assumption. In practice, we controlled for factors such as caregiver age and education; community 
shocks; household size; sex, age, and education of the head of household; caregiver marital status; and the 
like.
We also captured impact for subpopulations. To fix ideas, consider a characteristic 𝑧𝑖𝑗𝑡 where 𝑧 is a 
dummy variable that represents membership in some subgroup for which we wish to estimate impact. We 
then estimate the following mode: 
𝑌𝑖𝑗𝑡 = 𝛽0 + 𝛽1 ∙ 𝑃𝑗
𝐹 + 𝛽2 ∙ 𝑃𝑗
𝐻 + 𝛽3 ∙ 𝑡 + 𝛽4 ∙ 𝑃𝑗
𝐹
∙ 𝑡 + 𝛽5 ∙ 𝑃𝑗
𝐻 ∙ 𝑡 + 𝛽6 ∙ 𝑋𝑖𝑗𝑡 + 𝛽7 ∙ 𝑧𝑖𝑗𝑡 + 𝛽8 ∙ 𝑃𝑗
𝐹
∙ 𝑡
∙ 𝑧𝑖𝑗𝑡 + 𝛽9
∙ 𝑃𝑗
𝐻 ∙ 𝑡 ∙ 𝑧𝑖𝑗𝑡 + 𝜀𝑖𝑗𝑡
End Line Data Collection Report for an Impact Evaluation 85
Then, 𝛽8 captures how the impact of full ISVP varies for the subpopulation captured by 𝑧𝑖𝑗𝑡.
We estimated the impact evaluation models as a linear probability model. To address the 
heteroskedasticity problems inherent with the linear probability model, we estimated the standard errors 
by cluster-based bootstrapping.
Cost-Effectiveness Analysis Methods
Study Design
The study applied a cluster randomized controlled design and collected costs from the viewpoint of the 
IP. We assessed direct expenditures made by the project (financial costs) and costs from donated labor 
and space (economic costs). Because of the nature of OVC program implementation, we embedded both 
arms of the study in a single OVC project.
Data Collection and Monitoring
We established data collection procedures prospectively in March 2016 and adapted project timesheets to 
track staff time spent on four IR areas aligned with the project’s workplan goals. We assessed 
comprehensive financial reports for all levels of project implementation, including the IP GC, four 
international partner organizations, and six Rwandan partner organizations. Major additions to financial 
reporting included the capture of donated labor, space, and capital, as well as the tracking of activity￾specific spending in the field. We collected timesheets on a monthly basis and financial reports for annual 
periods for the prime and international IPs, and quarterly for Rwandan partners. We shared all data 
remotely with the research team, from initial data collection through December 2018.
Program Description
OVC programs are very complex. This intervention included a broad scope of programming in the cost 
estimates for both arms. For example, the full ISVP package included approximately 30 different activities 
that targeted caregivers, specific age brackets of beneficiaries (such as those under five or adolescents), or 
the entire household. Table A.2 lists the primary program activities grouped by IR area: (1) household￾level interventions focused on education, parenting, health, and overall well-being; (2) household 
economic strengthening activities; (3) adolescent services for health, education, and economic stability; 
and (4) community protection and capacity building. In the full ISVP arm, families could receive services 
from all four result areas, depending on their assessed level of vulnerability and need. Those households 
in the administrative districts receiving HES-only services were engaged in activities listed under IR 2 two 
only. We then compared the intervention arms to a control group selected from administrative sectors 
not receiving the intervention. 
86 Rwanda’s Improved Services for Vulnerable Populations Project
Table A.2. Program activities, by immediate result area
IR 1
Household Interventions
IR 2
Household Economic 
Strengthening 
Interventions
IR 3
Adolescent 
Interventions
IR 4
Community 
Interventions
Goal: Increased 
capacity of families 
and communities to 
provide healthy, 
nurturing, and 
engaging environments 
for vulnerable children 
Goal: Reduced family 
economic vulnerability
Goal: Increased 
knowledge, attitudes, 
skills, aspirations, and 
confidence of 
adolescents 
transitioning to 
adulthood
Goal: Increased 
capacity of 
communities to provide 
essential preventative 
and protective services 
to vulnerable families 
and children
Activities: 
Home visiting
Positive parenting
Early childhood 
development
Family planning
HIV testing and 
counseling
WASH
Growth monitoring
Prevention of mother￾child transmission
Antenatal care 
Positive deviance 
health groups 
Umugoroba 
w'Ababyeyi parent 
meetings
Related 
linkages/referrals
Activities: 
Conditional grants
ISLGs
Financial education
Microenterprise 
development
Farmer field schools
Related 
linkages/referrals
Activities: 
SHRH
HIV prevention
Peer support groups 
Community sensitization
GBV services
Career planning
Youth ISLGs and 
financial education
Related 
linkages/referrals
Activities: 
Child protection 
services
GBV one-stop centers
CSO capacity building 
for linkages/referrals
Cost Estimation Methods
The cost estimation used step-down cost accounting methods combined with activity-based costing. We 
reviewed and consolidated highly detailed financial reports and invoices for each year or quarter of 
programming for each partner organization. We converted expenses in Rwandan francs to USD using the 
average rate of exchange for the study time period ($853.92) and then identified and grouped costs into 
main cost centers for staff, travel, training, recurrent office, supply and equipment, direct program 
delivery, and overhead. We systematically extracted staff level of effort (LOE) estimates for both 
intervention arms from staff timesheet data and averaged them. 
The total cost for the full ISVP arm of the intervention includes administrative expenses, staffing 
(including donated labor), and program implementation costs for delivering the entirety of these services. 
The cost of the HES-only intervention arm includes the administrative expenses, staffing (including 
donated labor), and program implementation cost for delivering the four targeted HES services. Both 
intervention arms include above-site and overhead costs (negotiated indirect rates). We excluded start-up 
costs and those incurred before the administration of the initial data collection assessment. We also 
reduced the total cost to reflect the proportion of programming going to households and administrative 
End Line Data Collection Report for an Impact Evaluation 87
wards included in the two intervention arms, excluding costs spent on households in other administrative 
wards served by the project.
Allocation Decisions
Because the two intervention arms were administered by the same project, we extracted the costs from
the HES-only arm using a two-step allocation process. First, we used allocation factors for each of the 10 
partners to determine the proportion of the total costs attributable to HES activities (0% to 81%). We 
used the second set of allocation factors to determine the total HES costs attributable to the full ISVP 
package (66%) and HES-only intervention arms (34%). deriving these costs from beneficiary data on 
those beneficiaries reached by the two arms. The two-step allocation found that 89 percent of total costs 
were attributable to the full ISVP package arm, with the remaining 11 percent attributable to the HES￾only arm. Following this allocation, we excluded costs to be consistent with the proportion of project 
expenses used to reach those beneficiaries included in the impact evaluation component (27%), which 
was smaller than the reach of the ISVP project. We determined this allocation factor using the number of 
beneficiaries in the impact evaluation cohort (65,631), divided by the total number of beneficiaries 
reached by the project (246,301). Breaking out costs of the full ISVP arm by IR also used allocation 
factors derived from staff estimates of their time spent on each IR.
Effectiveness Measures
Cost-effectiveness helps us to understand the cost to achieve one incremental gain in OVC well-being. 
This analysis aimed to assess the gains for three primary outcomes:
1. Caregiver’s knowledge of child’s HIV status 
2. Regular school attendance among enrolled 13- to 17-year-old secondary youth 
3. Percentage of households with moderate or severe household hunger 
We also assessed secondary outcomes and grouped the final set of primary and secondary outcomes into 
four categories for the purposes of the cost-effectiveness results:
• Health, measured by (1) increased caregivers’ knowledge of their child’s HIV status and (2) 
increased youth reporting ever having been tested for HIV 
• Stability, measured by (3) decreased moderate or severe household hunger and (4) increased 
household consumption to food
• Schooling, measured by (5) increased adolescent school attendance
• Safety, measured by (6) reduced parent support for harsh punishment at home and in school
88 Rwanda’s Improved Services for Vulnerable Populations Project
Cost-Effectiveness Measure
We used a cost-effectiveness ratio to bring together cost estimation and unit effectiveness data. A CEA 
ratio indicates the dollars spent per unit of change in the outcome—that is, “per dropout prevented” or 
“per percentage increase in knowledge.”
4 The advantage of this measure is that it allows for comparison 
at the unit cost level. It is calculated using the following equation (Cellini & Kee, 2015):
Cost-effectiveness ratio = unit cost 
 units of effectiveness
4 Another method of studying cost-effectiveness is to calculate the incremental cost-effectiveness ratio (ICER), which 
represents the average incremental cost to achieve one additional unit of improvement in the outcome. ICER is a 
common measure of cost-effectiveness. Because the ICER was developed in the context of clinical, non-packaged 
interventions, such as averted cases of malaria, there is no consensus in the literature on how to interpret it for 
complex programs like OVC interventions. We chose CEA ratios for this project to examine costs per beneficiary, a 
measure more useful for programmatic decision-making purposes. Comparing the costs and impact using a ratio 
was appropriate because both intervention arms were embedded into the same program and were of roughly 
similar sizes.
End Line Data Collection Report for an Impact Evaluation 89
APPENDIX B. SECTOR ASSIGNMENTS (CONFIDENTIAL)
Figure B.1. Map of study group assignments
90 Rwanda’s Improved Services for Vulnerable Populations Project
Table B.1. Study sectors and study group assignments
Province 
ID Province
District 
ID District
Sector 
ID Sector
Study arm 
assignment
4 Northern Province 44 Burera 4403 Cyanika Full ISVP
4 Northern Province 44 Burera 4410 Kinyababa Full ISVP
1 Kigali City 12 Gasabo 1203 Gikomero Full ISVP
4 Northern Province 45 Gicumbi 4509 Miyove Full ISVP
2 Southern Province 24 Huye 2402 Huye Full ISVP
2 Southern Province 24 Huye 2404 Kigoma Full ISVP
2 Southern Province 24 Huye 2405 Kinazi Full ISVP
2 Southern Province 24 Huye 2413 Simbi Full ISVP
3 Western Province 31 Karongi 3106 Murambi Full ISVP
3 Western Province 31 Karongi 3107 Murundi Full ISVP
5 Eastern Province 54 Kayonza 5401 Gahini Full ISVP
4 Northern Province 43 Musanze 4309 Muko Full ISVP
4 Northern Province 43 Musanze 4315 Shingiro Full ISVP
3 Western Province 37 Nyamasheke 3703 Cyato Full ISVP
3 Western Province 37 Nyamasheke 3705 Kagano Full ISVP
3 Western Province 37 Nyamasheke 3708 Karengera Full ISVP
3 Western Province 37 Nyamasheke 3709 Kirimbi Full ISVP
3 Western Province 37 Nyamasheke 3710 Macuba Full ISVP
3 Western Province 37 Nyamasheke 3711 Mahembe Full ISVP
3 Western Province 37 Nyamasheke 3712 Nyabitekeri Full ISVP
3 Western Province 37 Nyamasheke 3715 Shangi Full ISVP
1 Kigali City 11 Nyarugenge 1101 Gitega Full ISVP
3 Western Province 32 Rutsiro 3211 Nyabirasi Full ISVP
4 Northern Province 44 Burera 4401 Bungwe HES-only
4 Northern Province 44 Burera 4408 Kagogo HES-only
4 Northern Province 44 Burera 4413 Rugarama HES-only
1 Kigali City 12 Gasabo 1206 Jali HES-only
4 Northern Province 45 Gicumbi 4502 Bwisige HES-only
4 Northern Province 45 Gicumbi 4506 Kageyo HES-only
4 Northern Province 45 Gicumbi 4516 Rukomo HES-only
2 Southern Province 28 Kamonyi 2808 Nyamiyaga HES-only
3 Western Province 31 Karongi 3111 Ruganda HES-only
5 Eastern Province 54 Kayonza 5406 Murundi HES-only
5 Eastern Province 54 Kayonza 5410 Rukara HES-only
5 Eastern Province 54 Kayonza 5412 Rwinkwavu HES-only
4 Northern Province 43 Musanze 4303 Gacaca HES-only
4 Northern Province 43 Musanze 4310 Musanze HES-only
4 Northern Province 43 Musanze 4312 Nyange HES-only
4 Northern Province 43 Musanze 4314 Rwaza HES-only
3 Western Province 37 Nyamasheke 3701 Bushekeri HES-only
1 Kigali City 11 Nyarugenge 1108 Nyamirambo HES-only
3 Western Province 32 Rutsiro 3203 Kigeyo HES-only
3 Western Province 32 Rutsiro 3204 Kivumu HES-only
3 Western Province 32 Rutsiro 3208 Musasa HES-only
End Line Data Collection Report for an Impact Evaluation 91
Province 
ID Province
District 
ID District
Sector 
ID Sector
Study arm 
assignment
4 Northern Province 44 Burera 4402 Butaro Control
4 Northern Province 44 Burera 4405 Gahunga Control
4 Northern Province 44 Burera 4406 Gatebe Control
4 Northern Province 44 Burera 4407 Gitovu Control
4 Northern Province 44 Burera 4414 Rugengabari Control
1 Kigali City 12 Gasabo 1201 Bumbogo Control
1 Kigali City 12 Gasabo 1215 Rutunga Control
4 Northern Province 45 Gicumbi 4504 Cyumba Control
4 Northern Province 45 Gicumbi 4514 Nyankenke Control
2 Southern Province 24 Huye 2410 Ruhashya Control
2 Southern Province 24 Huye 2411 Rusatira Control
2 Southern Province 28 Kamonyi 2801 Gacurabwenge Control
3 Western Province 31 Karongi 3110 Rugabano Control
5 Eastern Province 54 Kayonza 5408 Ndego Control
1 Kigali City 13 Kicukiro 1308 Masaka Control
4 Northern Province 43 Musanze 4302 Cyuve Control
4 Northern Province 43 Musanze 4304 Gashaki Control
4 Northern Province 43 Musanze 4305 Gataraga Control
3 Western Province 37 Nyamasheke 3702 Bushenge Control
3 Western Province 37 Nyamasheke 3714 Ruharambuga Control
1 Kigali City 11 Nyarugenge 1106 Muhima Control
1 Kigali City 11 Nyarugenge 1109 Nyarugenge Control
3 Western Province 32 Rutsiro 3201 Boneza Control
3 Western Province 32 Rutsiro 3209 Mushonyi Control
4 Northern Province 44 Burera 4411 Kivuye HES-only
92 Rwanda’s Improved Services for Vulnerable Populations Project
APPENDIX C. ADDITIONAL TABLES
Study Response Rates and Program Participation
Response Rates
Table C.1. Number of households, caregivers, ISLG members, and youth eligible for interview;
number of interviews by completion status; and response rates, according to survey arm
Result
Full 
ISVP
HES￾only Control
Household questionnaire
Initial data collection households expected for interview 1,428 1,309 1,216
Households that had split into more than one at end line 6 11 9
Total households expected for end line interview 1,434 1,320 1,225
Households successfully interviewed 1,374 1,270 1,169
Households located, not successfully interviewed1 30 16 11
Households not successfully located 30 34 45
Response rate 95.8 96.2 95.4
Caregiver questionnaire
Number eligible 1,376 1,274 1,137
Successfully interviewed 1,352 1,256 1,129
Respondent not successfully interviewed2 12 11 5
Respondent not at home 12 7 3
Response rate 98.3 98.6 99.3
ISLG questionnaire
Number eligible 1,319 1,126 265
Successfully interviewed 1,302 1,104 262
Respondent not successfully interviewed2 12 22 3
Respondent not at home 5 0 0
Response rate 98.7 98.0 98.9
Youth questionnaire
Number eligible 1,105 977 844
Successfully interviewed 1,017 916 777
Respondent not successfully interviewed2 14 10 11
Respondent not at home 74 51 56
Response rate 92.0 93.8 92.1
1Households located but not successfully interviewed includes those that refused, were absent for a period of time, 
partially saved cases, or target respondent who was incapacitated.
2Respondents who refused, were incapacitated, partially saved cases.
End Line Data Collection Report for an Impact Evaluation 93
Twiyubake Participation
Table C.2. Twiyubake participation at end line in program areas—
Percentage of households in program areas still participating in the 
Twiyubake program, according to background characteristics, by 
program area, Rwanda 2018
Characteristic Full ISVP HES-only
Sex of household head
Male 91.7 87.4
Female 89.6 82.6
Marital status of household head
Married 93.0 91.1
Cohabitating (not married) 88.7 81.2
Never married 89.9 70.4
Divorced/separated 83.9 86.5
Widowed 89.9 81.3
Education level of household head
None 90.6 81.8
Primary incomplete 87.9 85.2
Primary complete 94.5 94.2
Secondary incomplete 92.8 83.4
Secondary complete or higher 100.0 81.4
Don't know/refused 96.5 64.6
Initial data collection wealth quintile
Lowest 86.1 77.3
2nd quintile 89.2 80.3
Middle quintile 93.2 89.1
4th quintile 94.0 88.6
Highest 91.2 95.2
Experienced any negative shock in past 12 
months
Yes 90.6 84.3
No 90.9 85.5
Total 90.7 84.9
Number of households 1,374 1,270
94 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.3. Among those households no longer participating in 
Twiyubake, reasons given for why household left the program, by 
program area
Full ISVP
%
HES-only
%
Reason for leaving Twiyubake
Officially graduated from Twiyubake 3.2 0.2
Could not afford expected contribution 46.1 43.6
Not receiving enough services/benefits from 
program 5.6 11.3
Participant from household moved/died/was 
too ill to attend 18.7 9.8
Group ceased meeting/operating 9.2 5.8
Problem with group leadership, other 
members, lack of transparency, disagreements 9.6 6.2
Group leadership misappropriated funds 0.4 4.6
Don't know what Twiyubake is 12.7 27.5
Other reason 4.2 3.7
Number of households that left the program 82 184
NOTE: Households could give more than one reason for why it was no longer 
participating.
Table C.4. Among households no longer participating in 
Twiyubake, amount of time household participated in 
Twiyubake, by program area 
Full 
ISVP
HES￾only
Amount of time in Twiyubake
None 20.0 35.4
Less than a month 0.8 0.7
1–6 months 18.5 6.9
7–12 months 29.6 19.8
13–24 months 13.3 5.8
More than 24 months 7.7 11.3
Don't know 5.7 14.3
Refused 4.4 6.0
Total 100.0 100.0
Number of households that left the 
program 82 184
End Line Data Collection Report for an Impact Evaluation 95
Gikukiro Participation
Table C.5. Reported participation in the Gikukiro program
Full ISVP HES￾only Control Total
Anyone in household received money, goods, or consumption 
support from Gikuriro/Give Directly in past 12 months
Yes 0.2 3.0 4.2 3.3
No 99.5 95.6 95.3 96.1
Don’t know 0.3 1.4 0.5 0.7
N 1,374 1,270 1,169 3,813
96 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.6. Percentage of households that had household member who received or accessed 
various items and services in past six months
Full ISVP HES-Only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Service
HIV test 73.3 71.6 49.0 65.6 42.5 54.5
Farmer field school 36.4 39.0 14.0 24.7 9.2 18.3
Free small livestock 8.5 10.1 8.5 14.2 5.5 8.3
Free seed 12.4 20.9 9.2 16.4 3.7 11.2
Nutritional advice in caring for children 28.1 46.2 24.9 36.0 15.2 31.3
Free food 7.5 14.6 6.7 16.0 9.7 10.7
Information on how to prevent HIV and 
other STIs 75.2 77.5 50.9 67.9 41.6 60.1
Training on ECD 42.2 67.6 31.8 54.4 22.7 54.5
Livelihood training/income generation 43.8 65.6 31.4 48.6 11.5 44.7
Community savings/lending group 84.6 85.4 67.2 68.7 17.6 45.3
Life skills training 54.6 69.2 36.4 50.3 17.6 44.3
Vocational training scholarships 9.5 16.5 5.6 13.9 1.6 8.6
Workforce readiness training 23.7 40.7 17.2 30.3 4.2 20.6
Psychosocial support from a home visitor 
or social worker 11.2 21.7 6.8 20.1 2.6 11.8
Free school supplies or school uniform 80.2 35.6 9.3 13.2 5.8 11.0
Birth registration support 11.6 18.9 8.2 21.3 4.9 10.3
Mosquito nets 89.8 42.8 81.9 59.5 73.9 55.1
Information on child protection 43.4 55.5 25.5 44.6 18.8 34.5
Nutrition messaging for pregnant or 
lactating women 40.6 59.4 27.7 45.8 21.6 46.2
One Stop (GBV center) 27.1 26.9 17.8 20.0 6.3 14.2
Information on SHRH 44.2 58.0 25.1 47.8 14.0 41.2
Information on positive masculinity and 
gender equity 42.4 62.4 29.6 51.9 15.6 50.0
Umugoroba w'ababyeyi (parental 
evenings) 69.9 88.0 65.3 78.3 43.8 74.4
HIV treatment and care 41.3 60.9 32.5 50.4 16.4 39.6
Advice on childhood immunization 41.6 64.6 32.7 56.4 23.1 48.2
Positive parenting 41.5 58.6 31.1 47.6 15.9 36.4
Growth monitoring for children 49.0 69.4 38.4 64.6 26.0 55.9
Number 1,428 1,374 1,309 1,270 1,216 1,169
End Line Data Collection Report for an Impact Evaluation 97
Table C.7. Households receiving government or public economic supports
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Received economic support from government or public source
Yes 90.2 73.8 80.0 65.3 82.0 64.0
No 9.8 26.2 20.0 34.7 18.0 36.0
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number of households 1,428 1,374 1,309 1,270 1,216 1,169
Among households that received a support, source of support1
Social Security/Caisse Sociale du 
Rwanda 0.0 0.5 0.0 0.6 0.0 0.4
VUP Direct Support program 10.3 12.7 9.9 20.1 11.3 11.0
Old Age Grant 3.3 6.6 1.3 1.2 1.8 3.0
Disability pension 0.0 0.4 0.0 0.0 0.1 0.5
Survivors pension 0.2 2.0 1.0 0.7 1.1 2.0
Genocide Survivors Support and 
Assistance Fund (FARG)
2.3 2.7 0.5 1.5 1.6 2.7
Local government education 
support 1.6 8.4 2.9 5.4 3.5 4.8
Educational scholarships 1.1 1.4 0.5 1.4 0.6 1.6
Food relief 0.4 0.7 0.9 2.6 5.8 4.3
Allowance for dismissal or 
termination of employment 0.0 0.0 0.0 0.0 0.1 0.1
Government donations 90.2 28.7 82.2 46.3 82.7 40.9
Ubedehe credit scheme loan 1.8 1.8 1.0 1.5 5.6 4.7
Rural Sector Support Project 0.3 0.1 0.3 0.5 0.8 0.1
Community-based health insurance 58.7 76.4 48.4 64.9 45.3 62.0
Fertilizer subsidies and seeds 3.8 10.1 2.6 10.1 1.6 5.2
One cow per family 5.0 11.4 6.8 17.1 8.4 14.1
Other 3.5 2.7 4.3 4.7 5.7 5.9
Number of households 1,272 960 1,054 832 1,011 767
1Households could report more than one source of economic support.
98 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.8. Households receiving gifts from organizations other than Twiyubake
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Received a gift from an outside organization
Yes 7.6 3.6 6.5 4.6 4.9 3.3
No 92.3 96.4 93.0 95.3 94.9 96.6
Don't know 0.1 0.0 0.6 0.1 0.1 0.0
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number of households 1,428 1,374 1,309 1,270 1,216 1,169
Among households that received a gift, type of gift received1
Cash gift 19.8 29.9 24.2 (14.4) 15.6 (45.8)
Food or other consumable 31.7 17.4 21.0 (26.8) 39.4 (13.8)
School uniform/bursary 13.9 19.5 7.7 (32.8) 35.0 (8.1)
Farming assets, tools, animals, 
and/or other inputs
25.1 9.0 30.8 (2.9) 25.9 (16.8)
Other 32.8 36.3 20.4 (28.6) 30.2 (21.5)
Number of households 111 52 81 (49) 65 (45)
1Households could report more than one type of gift.
Parentheses indicate N=-25–49.
End Line Data Collection Report for an Impact Evaluation 99
Population Characteristics
Household
Table C.9. Household population characteristics, per household survey
Full ISVP HES-only Control Total
Initial End line Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T M F M F
Age, years, %
<1 1.9 1.8 1.9* 2.1 1.7 1.9 2 1.1 1.6* 1.7 1.7 1.7 2.9 2.4 2.6 2.4 1.7 2 2.6 2.1 2.2 1.7
1–4 9.1 8 8.5* 8.9 7.7 8.2 9.6 8.8 9.2 8.5 7.5 7.9 11.2 10 10.5 11.2 10.2 10.7 10.6 9.4 10.4 9.4
5–9 17.7 16.1 16.8 16.6 14.4 15.4 18.9 13.9 16.3 18.4 13 15.5 17.4 14.2 15.7 16.2 13.4 14.7 17.7 14.5 16.5 13.6
10–14 21 16.9 18.7 21.3 17.2 19 18.9 16.1 17.4 17.9 16.3 17.1 17 14.9 15.9 17.6 15.3 16.4 18 15.4 18.4 15.8
15–17 10.6 7.5 8.9 10 8.3 9.1 11 8.7 9.8 11.1 8.8 9.9 9.1 7.7 8.3 9.6 7.6 8.5 9.6 7.8 9.8 7.9
18–24 13.8 12.2 12.9 15.6 12.7 14 14.2 11.7 12.9 15.9 12.4 14 11.2 11.9 11.6 12.7 11.6 12.1 12 12 13.6 11.9
25–49 15.5 25 20.8 14.2 24.5 20 16.6 26.6 21.9 17.4 26.3 22.2 21.7 27.9 25 20.6 28 24.5 19.9 27.1 19 27.1
50–64 7.4 8.7 8.1 7.4 9.1 8.4 6.1 9.7 8 5.9 10.5 8.4 6.5 8.2 7.4 6.8 8.8 7.8 6.6 8.5 6.8 9.1
65+ 2.9 3.6 3.3 3.7 4.2 4 2.4 2.9 2.7 2.8 3.1 3 2.8 2.8 2.8 2.9 3.3 3.1 2.8 3 3 3.5
Don't 
know
0.2 0.1 0.2 0.2 0.1 0.2 0.2 0.4 0.3 0.4 0.3 0.4 0.3 0.1 0.1 0.1 0.1 0.1 0.2 0.1 0 0.1
n 3,534 4,332 7,866 3,365 4,162 7,527 3,181 3,644 6,825 3,003 3,489 6,492 2,914 3,315 6,229 2,757 3,161 5,918 9,629 11,291 9,125 10,812
F: female; M: male; T: total.
*Versus control (p<0.05).
+Versus HES-only (p<0.05).
100 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.10. Household characteristics, per household survey
Full ISVP HES-only Control Total
Characteristics Initial End line Initial End line Initial End line Initial End line
Household headship, %
Male 55.2 53.3 52.7 48.6 67.6 63.2 63.6 59.6
Female 44.8*** 46.7 47.3*** 51.4 32.4 36.8 36.4 40.4
Household size
2 3.1 2.1 5.0 4.1 5.8 3.9 5.2 3.6
3 10.7 8.2 12.9 9.3 16.7 12.4 15.1 11.2
4 18.4 16.0 20.0 17.8 21.8 19.5 21.0 18.6
5 22.3 19.7 19.4 18.4 20.1 19.9 20.5 19.7
6 18.7 20.3 20.6 21.2 15.8 18.6 16.9 19.2
7 13.0 13.6 12.8 15.7 8.9 10.6 10.1 11.8
8+ 13.9 20.1 9.4 13.5 10.8 15.2 11.2 15.9
Mean household size 5.5***++ 5.9 5.2 5.6 5.0 5.5 5.1 5.6
Percentage of households with orphans under the age of 18
Double orphans 4.6 2.9 2.8 1.8 1.2 1.3 2.0 1.6
Single orphans 24.9 26.1 23.6 25.1 17.1 15.5 19.3 18.6
Any orphan 28.7 28.7 26.3 26.4 18.1 16.8 21.0 20.1
n 1,428 1,371 1,309 1,260 1,216 1,160 3,953 3,791
*** Indicates p<0.001 when compared to control.
++ Indicates p<0.01 when compared to HES only.
End Line Data Collection Report for an Impact Evaluation 101
Table C.11. Distribution of households, by wealth quintile
Full ISVP HES-only Control
Wealth quintile, %
Lowest 18.6 26.9 19.3
Second 23.2 20.4 19.0
Middle 20.7 22.3 19.5
Fourth 18.0 16.4 21.1
Highest 19.6 14.0 21.1
n 1,374 1,270 1,169
End line only. Initial and end line wealth quintiles are not comparable. 
Table C.12. Household characteristics: utilities, communication, location
Full ISVP HES-only Control
Initial End line Initial End line End line End line
Access to electricity, %
Yes 9.0 17.1 7.1 13.0 10.7 10.6
No 91.0 82.9 92.9 87.0 89.3 89.4
Owns mobile phone, %
Yes 43.9 53.8 40.3* 46.7 49.6 54.3
No 56.1 45.7 59.6 53.1 50.2 45.5
Missing 0.0 0.5 0.0 0.2 0.1 0.2
Residence location, %
Urban 0.4*+ 0.1 4.9 4.9 6.5 5.2
Rural 99.6 99.9 95.1 95.1 93.5 94.8
n 1,428 1,374 1,309 1,270 1,216 1,169
*Versus control, p<0.05.
+Versus HES-only, p<0.05.
102 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.13. Household characteristics: type of toilet/latrine facilities
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Improved, not shared facility, %
Flush/pour flush to piped sewer system 0.3 0.1 0.1 0.0 0.1 0.2
Flush/pour flush to septic tank 0.0 0.4 0.2 1.2 0.1 0.4
Flush/pour flush to pit latrine 2.4 1.4 1.4 2.7 2.4 4.9
Ventilated improved pit latrine 0.6 4.4 0.8 0.8 0.1 1.3
Pit latrine with slab 11.5 25.0 8.4 16.5 7.2 13.1
Composting toilet 2.2 3.3 1.7 2.1 3.4 0.5
Shared facility,
1 %
Flush/pour flush to piped sewer system 0.0 0.0 0.0 0.0 0.0 0.0
Flush/pour flush to septic tank 0.0 0.0 0.1 0.0 0.1 0.0
Flush/pour flush to pit latrine 0.3 0.0 0.2 0.3 0.8 0.1
Ventilated improved pit latrine 0.0 0.2 0.0 0.0 0.0 0.1
Pit latrine with slab 0.6 1.5 1.3 1.7 1.0 0.8
Composting toilet 0.1 0.3 0.3 0.1 0.2 0.0
Nonimproved facility, %
Flush/pour flush not to sewer/septic tank/pit latrine 1.1 0.3 1.0 0.2 0.1 0.1
Pit latrine without slab/open pit 74.1 61.3 72.9 70.2 76.8 75.3
Bucket 0.0 0.0 0.0 0.0 0.0 0.0
Hanging toilet/hanging latrine 0.0 0.4 0.0 0.3 0.0 0.0
No facility/bush/field 5.2 0.7 9.8 2.6 7.2 3.2
Other 1.6 0.5 1.7 1.1 0.6 0.2
Missing 0.0 0.0 0.0 0.1 0.0 0.0
Any improved, not shared facility, % 17.0**+ 34.6 12.6 23.3 13.3 20.3
n 1,428 1,374 1,309 1,270 1,216 1,169
1Facilities that would be considered improved if they were not shared by two or more households.
**Versus control, p<0.01.
+Versus HES-only, p<0.05.
End Line Data Collection Report for an Impact Evaluation 103
Table C.14. Household characteristics: source of drinking water
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Improved source, %
Piped water into dwelling, yard, or plot 2.1 0.9 0.3 2.5 1.4 2.0
Public tap/standpipe 34.7 45.7 28.0 40.9 34.0 41.4
Tube well/borehole 0.1 0.1 0.1 3.0 0.1 1.0
Protected dug well 6.7 9.3 9.7 4.8 8.2 4.1
Protected spring 35.2 21.4 28.9 20.7 29.4 23.0
Rainwater 0.3 0.2 0.0 0.4 0.1 0.2
Bottled water 0.0 -- 0.0 -- 0.1 --
Nonimproved source, %
Unprotected dug well 1.3 3.3 5.8 3.1 4.0 5.2
Unprotected spring 12.6 10.0 16.5 14.8 12.2 12.2
Tanker truck/cart with drum 0.0 1.0 0.0 0.1 0.1 0.5
Surface water 6.2 6.9 9.6 7.7 10.3 7.8
Other source 0.7 1.3 1.1 1.9 0.1 2.7
Any improved source 79.1++ 77.5 67.0 72.2 73.3 71.6
N 1,428 1,374 1,309 1,268 1,216 1,169
++ Indicates p<0.01 as compared to HES-only.
104 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.15. Soap/water presence in handwashing facility, per household 
Full ISVP HES-only Control Total
Handwashing facility observed, %
Yes 41.9 48.2 56.4 52.7
No 58.1 51.8 43.6 47.3
N 1,374 1,270 1,169 3,813
Water present at handwashing facility, %
Yes 17.4 12.8 12.2 13.1
No 82.6 87.2 87.8 87.0
N 559 634 622 1,815
Soap, cleansing agent observed at handwashing facility, %
Soap or 
detergent
9.6 15.5 10.8 11.1
Ash, mud, sand 6.8 4.2 11.6 10.1
None 83.7 80.3 77.6 78.8
N 559 634 622 1,815
Water and soap/detergent available in handwashing facility, %
Yes 8.2 5.2 5.8 6.1
No 91.8 94.8 94.2 93.9
N 559 634 622 1,815
End line data only.
End Line Data Collection Report for an Impact Evaluation 105
Table C.16. Connectivity and airtime totals, per household
Full ISVP HES-only Control Total
Connectivity and airtime totals, %
Connectivity 6.8 7.6 6.2 6.5
Airtime (cell phone) cards/ Me 2 you 46.3 43.7 49.2 48.0
Other phone, Internet expenses 1.0 1.8 1.8 1.5
Have any phone/Internet services 48.5 49.1 49.6 49.1
N 1,374 1,270 1,169 3,813
Table C.17. Mean time to reach selected health services, per household report
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Mean travel time from households, min
Child health services 60.7 60.4 62 64.5 61.1 59.2
HIV testing services 62.7 62.7 62.9 64.8 61.3 58.6
Child growth monitoring services 58.5 59.4 57.7 64.5 57.4 56.2
N 1,444 1,352 1,256 1,327 1,129 1,213
No statistically significant differences between groups.
106 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.18. Children’s caregiver arrangements and orphanhood
Biological mother is primary 
caregiver, %
Biological father is primary 
caregiver, % Neither biological parent is primary caregiver, % Caregiver 
other than 
biological 
parent, %
One or 
both 
parents 
dead, %
N
Initial End line Initial End line Initial End line
Father alive
Father dead
Unknown status
Father alive
Father dead
Unknown status
Mother alive
Mother dead
Unknown status
Mother alive
Mother dead
Unknown status
Both alive
Only father alive
Only mother alive
Both dead
Unknown status
Both alive
Only father alive
Only mother alive
Both dead
Unknown status
Initial
End line
Initial
End line
Initial
End line
Age, years, %
<2 88.2 1.8 0.6 83.2 1.1 0 0.3 0 0 0.8 0 - 7.6 0 0.2 0 1.3 11.2 0.8 0.3 - 2.5 9.1 14.8 2 2.2 862 685
2–4 80.2 3.4 1 77.1 3.5 1 1.9 1 0 2.2 0.2 - 8.3 0.6 0.2 0.1 3.2 10.2 0.6 0.6 0.3 4.3 12.5 16 5.4 5.3 1,480 1,465
5–9 74 6.6 1.3 74.3 6.3 1.2 3.4 0.6 0 2.3 0.6 - 9.1 0.6 1.5 0.5 2.3 9.9 0.6 1.4 0.2 3.1 14 15.2 10.1 9.5 3,414 3,090
10–14 68.5 11.5 1.5 70 11.1 1.2 4.2 0.6 0 2.2 0.9 - 7 2 1.8 1.4 1.5 7.4 2.1 1.6 1.1 2.4 13.7 14.7 17.6 17 3,686 3,718
15–17 63.8 17.4 1.2 69 14.7 1.1 2.9 0.9 0 3.5 1.1 - 5.4 1.3 3.2 2.5 1.3 4.4 1.5 1.6 0.9 2.2 13.8 10.6 25.7 20.4 1,892 1,877
Sex, %
Male 72 9.6 1.3 72.5 9.3 1.2 3.6 0.6 0 2.7 0.5 - 7.5 1 1.4 1.1 1.9 7.6 1.4 1.3 0.6 2.8 12.9 13.8 13.8 13.4 5,618 5,363
Female 73.6 8.4 1.2 73.7 7.6 1 2.6 0.8 0 2 0.8 - 7.8 1.2 1.8 0.9 1.9 8.9 1.1 1.4 0.7 2.9 13.6 14.9 13.3 11.8 5,728 5,470
Study group, %
Full ISVP 65.9 10.8 1.7 65 10.5 1.2 2.6 0.8 0 2.5 0.6 - 9 1.5 1.2 2.2 4.2 10.7 1.7 1.5 1.2 4.9 18.2 20.1 17.3 16.4 4,299 4,033
HES-only 66.8 13.5 2.4 66.7 12.6 2.1 2.3 1 0 2.6 0.5 - 8.7 0.7 1.2 1.4 2 9.9 0.6 1.4 0.6 2.9 13.9 15.4 17.9 16 3,711 3,442
Control 75.9 7.7 0.9 76.6 7.1 0.9 3.4 0.6 0 2.3 0.7 - 7 1.1 1.8 0.6 1.2 7.3 1.2 1.2 0.4 2.2 11.6 12.5 11.7 10.8 3,336 3,121
Province, %
City of Kigali 76.8 7.3 0.7 72.2 5.7 1.1 1.1 0 0 4.6 0.9 - 7.5 2 2.4 0.1 2.2 8.9 1.1 1.9 0.6 3 14.2 15.5 12.2 10.4 1,557 1,420
Southern 63.2 10.7 1 64.4 10.8 1.7 9.1 1.6 0 3.1 1.2 - 8.7 1.3 2.2 1 1.2 9.2 2.6 2 1 4 14.4 18.8 16.9 17.9 1,271 1,163
Western 67.6 10.2 1.9 69.9 9.2 1 1.8 0.7 0 1.4 0.4 - 9.7 1.2 1.5 2 3.3 10.3 1.6 1.4 0.9 3.9 17.7 18.2 16 14 4,395 4,107
Northern 81.5 7.3 0.9 79.4 7.7 1 1.7 0.3 0 2.2 0.5 - 5.3 0.8 1 0.4 0.8 5.9 0.7 0.6 0.3 1.6 8.3 9.2 9.9 10 3,563 3,405
Eastern 64.4 11.1 0.7 69.4 7.8 0.9 8.2 1.6 0 4.5 1.7 - 8.3 0.5 2.9 0.5 1.9 9.3 0.4 3.3 0.1 2.6 14.1 16.1 16.6 13.3 560 501
End Line Data Collection Report for an Impact Evaluation 107
Table C.19. Occupation of household head1
Study group Sex
Full ISVP HES-only Control Male Female Total
Initial
End 
line
Initial
End 
line
Initial
End 
line
Initial
End 
line
Initial
End 
line
Initial
End 
line
Occupation, %
Professional/ 
technical/ 
managerial 
0.1 0.1 0.3 0.5 0.5 0.5 0.7 0.4 0 0.5 0.4 0.3
Sales and service 1.3 1.5 0.8 1.7 2 2.6 2.2 3 0.8 0.7 1.7 1.9
Agricultural, 
forestry, fishery 
75.4 76.3 80.9 72.9 73.4 71.6 70.2 67.5 82.2 81.4 74.6 73.7
Craft and related 
trade workers 
3.3 3.5 3.7 4.9 6 4.3 7.8 6.2 0.8 0.2 5.3 4.2
Stationary plant 
and machine 
operators
2
0.4 0.3 0.2 0.4 0.5 0.3 0.7 0.8 0 0 0.4 0.3
Elementary3 3.1 4.8 3.8 6.5 6.9 6.9 6.7 8.7 4.5 3.6 5.9 6
Unemployed 5.9 8 2.1 7.6 3.1 8.2 3.1 8.5 4.3 7.1 3.5 8
Housewife/ 
student/ retired 
2.7 1.5 2.2 2.8 2.2 1.8 1.8 0.8 3 2.5 2.3 2
Disabled 7.2 3.6 5.1 2.4 4.4 3.6 5.5 3.7 4.3 3.9 5 3.2
N 1,428 1,374 1,309 1,270 1,216 1,169 2,397 2,179 1,556 1,634 3,953 3,813
No statistically significant differences between groups.
1Occupational coding followed the major categories detailed in NISR’s Customized International Standard 
Classification for Occupation (ISCO-08), Rwanda Classification Manual, 2012 edition.
2Stationary plant and machine operators include mill workers and commercial drivers of motor vehicles.
3Elementary occupations include cleaners, domestics, petty traders, miners, bicycle transport workers, loaders, and 
food preparers.
Table C.20. Working status of household head
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Working status, %
Paid occupation 73.2 58.9 76.5 56.9 73.8 52.1
Unpaid occupation 10.5 24.5 12.9 30.6 15.5 35.0
No occupation 15.8**++ 16.1 9.5 12.2 9.7 12.5
Missing 0.5 0.4 1.1 0.3 1.0 0.4
N 1,428 1,374 1,309 1,270 1,216 1,169
**Versus control, p<0.01.
++Versus HES-only, p<0.01.
108 Rwanda’s Improved Services for Vulnerable Populations Project
Child Health
Table C.21. Percentage of children whose caregiver reported child has birth certificate
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 10.8 26.4 8.6 44.3 5.5 43.8
Female 9.3 27.0 12.7 44.2 6.9 44.3
Age group of child, %
<5 years 13.7 28.8 13.4 44.4 7.2 49.5
5–9 years 10.5 26.1 8.1 43.3 7.0 42.8
10–14 years 8.6 26.3 12.0 43.7 5.0 42.0
15–17 years 8.1 26.5 8.9 46.7 5.3 42.1
Total 10.1 26.7 10.5 44.3 6.2 44.1
Number of children 4,210 3,978 3,640 3,415 3,251 3,089
Table C.22. Percentage of children who have birth certificate observed by interviewer
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 1.0 10.7 1.0 22.1 0.1 21.1
Female 1.2 10.4 1.8 19.7 0.1 20.6
Age group of child, %
<5 years 3.0 13.8 3.2 27.2 0.1 28.9
5–9 years 1.2 10.8 1.2 21.8 0.0 20.5
10–14 years 0.5 9.5 1.2 19.4 0.1 17.8
15–17 years 0.0 8.7 0.1 16.2 0.2 15.7
Total 1.1 10.6 1.4 20.9 0.1 20.9
Number of children 4,210 3,978 3,640 3,415 3,251 3,089
End Line Data Collection Report for an Impact Evaluation 109
Caregiver
Table C.23. Sex of caregivers 
Full ISVP HES-only Control Total
Initial End line Initial End line Initial End line Initial End line
Sex, %
Male 4.6 4.6 3.6 4.8 5.1 4.4 4.8 4.5
Female 95.4 95.4 96.4 95.2 94.9 95.1 95.2 95.5
N 1,444 1,352 1,327 1,256 1,213 1,129 3,984 3,737
No statistically significant differences.
110 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.24. Caregiver characteristics: age and marital status
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Age, years, %
16–24 4.6 4.1 4.1* 7.6 2.9 3.1 0.0 4.6 4.4 9.6 2.5 2.9 1.0 6.4 6.1 3.1 3.7 3.5
25–34 17.9 20.9 20.7 4.2 16.5 15.9 20.3 20.9 20.9 10.6 16.5 16.2 13.6 27.4 26.7 18.2 25.1 24.8
35–44 19.4 29.0 28.5 26.3 29.4 29.2 34.1 30.6 30.8 12.8 31.7 30.8 29.0 30.4 30.3 20.5 32.5 31.9
45–54 17.6 25.6 25.3 16.2 27.3 26.8 32.9 24.3 24.6 39.9 28.3 28.8 20.3 19.1 19.1 22.8 19.6 19.8
55–64 29.7 13.3 14.0 26.5 16.1 16.6 8.1 13.6 13.4 12.7 14.8 14.7 12.5 11.4 11.4 16.6 12.7 12.9
65+ 10.8 7.1 7.3 19.2 7.3 7.9 3.7 6.0 5.9 8.6 5.7 5.9 21.2 5.2 6.0 16.6 6.0 6.4
Mean age 47.8 44.3 44.4 49.7 44.8 45.0 44.3 43.7 43.7 46.6 44.9 44.9 49.4 41.2 41.6 49.5 43.2 43.5
Median age 50.0 43.0 43.0 51.0 43.0 43.0 41.0 43.0 43.0 46.5 43.0 44.0 47.0 39.0 39.0 49.0 42.0 42.0
Marital status, %
Married 27.3 39.5 38.9* 53.0 42.4 42.9 24.5 39.1 38.6* 51.8 40.0 40.6 28.5 47.1 46.1 44.7 51.5 51.2
Cohabitating 26.7 12.2 12.9* 6.2 12.9 12.6 21.0 11.0 11.3** 7.2 11.8 11.6 16.1 17.7 17.6 4.6 15.8 15.3
Divorced/ 
Separated
14.8 8.9 9.1 13.1 6.3 6.7 15.9 12.2 12.4 3.1 9.6 9.3 19.4 7.6 8.2 16.7 6.9 7.3
Widowed 18.8 27.0 26.6 16.4 26.5 26.0 22.5 26.0 25.8 21.5 28.2 27.9 27.4 19.2 19.6 29.7 18.8 19.3
Never married 12.4 12.4 12.4 11.3 11.9 11.8 16.1 11.7 11.8 16.4 10.3 10.6 8.6 8.4 8.4 4.3 7.0 6.9
N 53 1,391 1,444 65 1,287 1,352 54 1,273 1,327 55 1,201 1,256 63 1,150 1,213 61 1,068 1,129
*Versus control, p<0.05.
**Versus control, p<0.01.
End Line Data Collection Report for an Impact Evaluation 111
Table C.25. Caregiver characteristics: attended school and highest level of education completed
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Attended school, %
Yes 62.8 63.6 63.6 69.2 59.9 60.3 59.5 60.7 60.6 73.8 61.5 62.1 61.5 65.4 65.2 75.8 67.7 68.0
No 37.2 36.4 36.4 30.8 40.1 39.6 40.5 39.3 39.3 26.2 38.4 37.9 38.5 34.6 34.8 24.2 32.4 32.0
Highest education level completed, %
None/Preprimary 37.2 37.2 37.2 30.8 40.9 40.4 40.5 40.0 40.0 26.2 39.2 38.6 40.0 35.1 35.4 29.2 34.3 34.1
Primary 57.3 58.2 58.2 63.5 55.0 55.4 47.6 56.5 56.2 69.5 56.7 57.3 56.2 57.9 57.9 52.2 59.7 59.4
Secondary 5.5 3.5 3.6 5.7 3.5 3.6 10.0 1.8 2.1*** 4.4 1.6 1.7 3.8 5.5 5.4 14.0 5.2 5.6
TVET or higher 0.0 1.1 1.0 0.0 0.5 0.5 1.9 1.6 1.6 0.0 2.4 2.3 0.0 1.3 1.2 4.6 0.8 1.0
N 53 1,391 1,444 65 1,287 1,352 54 1,273 1,327 55 1,201 1,256 63 1,150 1,213 61 1,068 1,129
***Versus control, p<0.001.
TVET: technical and vocational education and training.
112 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.26. Caregiver occupation status
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Employment status
Employed 
in past 3 
months
78.3 74.9 75.1 36.8 59.4 58.3 76.0 75.8 75.8 41.4 56.4 55.7 73.4 77.6 77.4 59.2 59.7 59.6
Employed 
in past 4–
12 months
0.0 3.4 3.2 5.2 3.9 3.9 6.8 2.7 2.9 12.7 5.6 5.9 1.8 4.3 4.1 3.8 3.7 3.7
Not 
employed 
in past 12 
months
21.7 21.7 21.7 58.0 36.8 37.7 17.2 21.3 21.1 46.0 38.0 38.4 24.8 18.1 18.5 36.9 36.7 36.7
N 53 1,391 1,444 65 1,287 1,352 54 1,273 1,327 55 1,201 1,256 63 1,150 1,213 61 1,068 1,129
No statistically significant differences between groups.
1Includes self-employment, work on the family farm or in the family business, and other employment that yields income in cash or in kind.
End Line Data Collection Report for an Impact Evaluation 113
Youth
Table C.27. Sex of interviewed youth 
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex, %
Male 54.0 51.7 53.2 50.9 50.3 50.7
Female 46.0 48.4 46.8 49.1 49.7 49.3
N 1,100 1,017 1,162 916 719 777
No statistically significant differences between groups.
Table C.28. Age groups of youth 10- to 17-years-old
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Age, years, %
10–14 68.5 71.9 70.1 67.9 72.6 70.2 67.4 68.3 67.8 66.0 67.7 66.8 67.6 61.6 64.6 69.2 72.6 70.9
15–17 31.5 28.1 29.9 32.1 27.4 29.8 32.6 31.7 32.2 34.0 32.3 33.2 32.4 38.4 35.4 30.8 27.4 29.1
N 547 553 1,100 501 516 1,017 601 561 1,162 464 452 916 361 358 719 387 390 777
No statistically significant differences between groups.
Table C.29. Condom use among youth ages 10–17 who had sexual intercourse in past 12 months
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Used a condom at last sex (32.5) (19.5) (26.7) (31.9) - -
Number of youth who have had 
sex in past 12 months 39 33 44 46 12 18
Parentheses indicate N=25–49.
Dashed line indicates N=<25 and value has been suppressed.
114 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.30. Primary caregiver of youth participant
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Primary caregiver, %
Biological mother 82.9 78.7 81.0 74.5 75.5 75.0 87.4 86.9 87.1 82.0 82.8 82.4 80.3 86.0 83.2 80.2 80.5 80.4
Biological father 2.6 3.8 3.1 4.6 2.1 3.4 4.9 1.6 3.3 2.0 4.6 3.3 4.5 3.6 4.0 3.8 3.7 3.7
Step/foster parent 0.9 2.4 1.6 2.3 0.9 1.6 1.1 0.3 0.7 0.2 0.3 0.2 2.0 1.0 1.5 0.6 0.5 0.6
Sibling 1.1 1.1 1.1 1.5 0.8 1.2 0.7 0.3 0.5 1.9 0.5 1.3 0.8 2.2 1.5 0.2 1.4 0.8
Aunt/uncle 2.6 0.8 1.8 0.8 2.4 1.6 0.4 0.4 0.4 1.6 1.1 1.4 1.2 0.7 1.0 3.3 1.4 2.3
Grandparent 9.2 11.5 10.3 16.1 13.7 15.0 5.1 10.1 7.4 11.7 9.5 10.6 11.0 4.9 8.0 11.6 11.1 11.4
Nonfamily member 0.6 1.5 1.0 0.2 3.9 2.0 0.5 0.4 0.5 0.5 0.8 0.7 0.1 1.3 0.7 0.3 1.4 0.9
Self 0.0 0.1 0.0 0.0 0.8 0.4 0.0 0.0 0.0 0.0 0.4 0.2 0.1 0.1 0.1 0.0 0.0 0.0
N 547 553 1,100 499 515 1,014 601 561 1,162 464 449 913 361 358 719 386 390 776
ISLG Members
Table C.31. Age of integrated savings and lending group members, by study arm 
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Age, years, %
15–24
25–34 1.5 2.5 2.2 1.6 1.6 1.6 2.4 3.6 3.3 2.6 1.7 1.9 (3.8) 6.6 6.0 6.475 2.6 3.8
35–44 17.6 17.6 17.6 12.0 13.2 12.9 9.8 18.8 16.8 14.6 13.5 13.8 (34.0) 20.8 23.6 24.13 20.5 21.6
45–54 24.9 28.3 27.4 29.2 27.9 28.3 32.4 30.7 31.0 33.8 29.2 30.3 (34.8) 32.3 32.8 24.95 29.6 28.1
55–64 19.8 27.4 25.4 21.7 29.2 27.0 24.8 25.8 25.6 24.0 31.6 29.7 (12.8) 24.2 21.8 24.12 17.6 19.6
65+ 22.5 14.6 16.7 22.6 18.2 19.5 16.7 14.3 14.8 15.1 15.7 15.5 (6.8) 10.3 9.6 13.7 19.4 17.6
Mean age 13.7 9.6 10.7 12.8 9.1 10.2 12.6 6.8 8.0 9.8 7.8 8.3 (7.9) 5.7 6.2 6.633 8.5 7.9
Median age 48.5 46.1 46.8 47.91 46.41 46.88 47.6 44.6 45.3 47.24 45.98 46.29 (40.0) 42.3 41.8 44.92 45.34 45.2
End Line Data Collection Report for an Impact Evaluation 115
N1 47 45 45 47 45 45 47 44 44 46 45 45 (36) 40 39 44 44 44
1N=25–49.
Parenthesis indicate N=25–49.
Table C.32. School attendance and educational attainment of integrated savings and lending group members
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Ever attended school, %
Yes 71.2 60.6 63.4 74.0 60.1 64.2 66.1 59.8 61.1 70.2 59.8 62.3 (82.4) 68.4 71.4 83.61 67.4 72.6
No 28.6 39.5 36.6 26.0 39.6 35.6 33.9 40.2 38.8 29.7 40.1 37.6 (17.58) 31.0 28.2 16.39 32.6 27.5
Highest level of education completed, %
None/preprimary 29.1 40.2 37.2 26.3 40.5 36.4 35.7 41.1 39.9 30.8 40.3 38.0 (17.6) 31.0 28.2 17.2 35.2 29.4
Primary 67.8 55.4 58.7 69.8 55.2 59.5 57.5 55.1 55.6 64.0 54.7 57.0 (69.4) 57.1 59.7 71.5 61.1 64.4
Secondary 2.6 3.2 3.1 3.5 3.3 3.4 4.9 1.9 2.5 3.4 1.8 2.2 (11.6) 8.5 9.2 10.6 1.8 4.6
TVET or higher 0.1 1.2 0.9 0.0 0.7 0.5 1.7 2.0 1.9 0.0 3.0 2.3 (0.0) 2.8 2.2 0 1.9 1.3
N 394 1,003 1,397 409 893 1,302 280 1,001 1,281 271 833 1,104 42 185 227 85 177 262
Parentheses indicate N=25–49.
116 Rwanda’s Improved Services for Vulnerable Populations Project
Economic Strengthening
Economic Outcomes—Household
Table C.33. Percentage of households with savings, initial
Full ISVP HES-only Control
Household has savings
Yes 85.6***++ 77.2*** 30.8
No 14.4 22.7 68.7
Missing 0.0 0.1 0.5
Total 100.0 100.0 100.0
Number 1,428 1,309 1,216
Type of institution with which saves
1
Commercial bank 1.2 0.6 1.4
Microfinance/savings and credit 
cooperative 34.4 32.2 12.7
Tontine 12.9 16.4 12.0
Reports a household member 
saves, but does not report an 
account with an institution 42.8 34.3 7.7
Missing 0.0 0.4 0.1
No savings 14.4 22.7 68.7
Number 1,428 1,309 1,216
Among those with savings, mean and median amount in current savings
Mean 7,099 7,073 18,061
Median 0 0 1,200
Number 1,207 1,012 382
Average amount saved by each 
arm 6075 5,458 5,570
Number 1,428 1,309 1,216
1 Percentages do not sum to 100 percent because households could report more than one savings type.
Note: Initial and end line savings cannot be compared because of a comprehension problem at initial data 
collection.
Table C.34. Percentage of households with savings and types of institutions, end line
Full ISVP HES-only Control
Household has savings
Yes 75.1***+++ 63.5*** 41.2
No 24.3 35.6 58.2
Missing 0.6 0.9 0.6
Total 100.0 100.0 100.0
Number 1,374 1,270 1,169
Type of institution with which save1
Commercial bank 1.1 1.2 0.5
Microfinance/savings and credit 
cooperative 34.5 20.9 13.4
Tontine 11.8 17.8 14.8
End Line Data Collection Report for an Impact Evaluation 117
Full ISVP HES-only Control
Informal savings group 69.0 58.9 30.9
Other 0.2 0.0 0.2
Missing 0.3 0.5 0.2
No savings 24.3 35.6 58.2
Number 1,374 1,270 1,169
Among those with savings, mean and median amount in current savings
Mean 19,217 21,480 29,636
Median 4,500 5,600 8,000
Number 1,098*** 863** 491
Average amount saved by each 
arm 14,437 13,647 12,212
Number 1,374 1,270 1,169
*** Statistically significant at p<0.001 compared to control, p=0.000 for Full ISVP and HES-only for household has 
savings and p=0.001 for total amount in savings for full ISVP.
** Statistically significant at p<0.01 compared to control, p=0.004.
+++ Statistically significant at p<0.001 compared to HES-only, p=0.000
1 Does not sum to 100 percent because households could have multiple savings types.
Table C.35. Percentage of households with household hunger 
Full ISVP HES-only Control
Initia
l End line
Initia
l End line
Initia
l End line
Household hunger score
Little to no hunger in 
household 21.0 32.8 27.6 30.7 33.6 37.4
Moderate or severe hunger in 
household 79.0
67.2*** 
p=0.000 72.4
69.3
p=0.374 66.4
62.6+ 
p=0.103
N
1,40
5 1,335
1,28
9 1,242
1,19
1 1,116
+Borderline statistically significant at p=0.1.
*** Statistically significant at p<0.001.
Table C.36. Households’ ability to pay for unexpected household expenses (MER)
Characteristics Able to access money
Study arm Initial, % (n) End line, % (n)
Full ISVP 68.7 (464) 80.2 (351)* p=0.012
HES only 68.1 (373) 75.8 (292) p=0.198
Control 75.5 (450) 82.6 (228) p=0.182
118 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.37. Percentage of household consumption accounted for, by consumption categories
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Consumption category
Food and beverages 49.4
46.5** 
p=0.004 51.5
49.7+ 
p=0.080 54.0
50.4+ 
p=0.001
Clothing and footwear 1.9
1.9
p=0.709 1.9
1.7+ 
p=0.138 1.7
1.7
p=0.988
Housing 8.7
12.6*** 
p=0.000 10.7
12.8** 
p=0.004 10.5
12.9*** 
p=0.001
Energy 19.6
20.2
p=0.377 20.0
17.3* 
p=0.011 17.6
16.7
p=0.250
Transport 1.5
1.5
p=0.751 1.3
1.3
p=0.990 1.4
1.7
p=0.283
Water 2.2
3.9*** 
p=0.000 2.1
4.3*** 
p=0.000 2.6
3.2
p=0.180
Education 4.2
2.3*** 
p=0.000 2.2
1.7
p=0.285 2.2
2.1
p=0.786
Health 6.3
4.6*** 
p=0.000 5.1
4.5
p=0.158 4.7
4.2+ 
p=0.113
Personal care 3.0
3.8*** 
p=0.000 2.5
3.6*** 
p=0.000 2.6
3.6*** 
p=0.000
Information and 
communications technology 
(ICT) 1.8
1.4+ 
p=0.067 1.2
1.4
p=0.385 1.2
1.5+ 
p=0.114
Other 1.5 1.4 1.3 1.6 1.4 1.8
Number 1,428 1,374 1,309 1,270 1,216 1,169
+Statistically significant or borderline significant at p<0.10.
* Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.001.
Economic Outcomes—Youth
Table C.38. Characteristics of youth ages 10–17 reporting new employment in the past six 
months 
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
In past 6 months, began new paid work
Yes
0.
3
0.
4
0.
3
2.
2
1.
9
2.1** 
p=0.00
3
0.
9
0.
7
0.
8
2.
5
2.
2
2.4+ 
p=0.0
78
0.
0
1.
0
0.
5
0.
7
1.
4
1.0
p=0.2
00
No
9
9.
7
9
9.
5
99
.6
9
7.
8
9
8.
2 98.0
9
9.
1
9
9.
3
99
.2
9
7.
5
9
7.
8 97.6
10
0.
0
9
8.
6
9
9.
3
9
9.
4
9
8.
6 99.0
Mis
sing
0.
0
0.
1
0.
1
0.
0
0.
0 0.0
0.
0
0.
0
0.
0
0.
0
0.
0 0.0
0.
0
0.
4
0.
2
0.
0
0.
0 0.0
Nu
mb
er
5
4
7
5
5
3
1,
10
0
5
0
1
5
1
6 1,017
6
0
1
5
6
1
1,
16
2
4
6
4
4
5
2 916
36
1
3
5
8
7
1
9
3
8
7
3
9
0 777
+Statistically significant at p<0.10.
** Statistically significant at p<0.01.
End Line Data Collection Report for an Impact Evaluation 119
Table C.39. Percentage of youth reporting having the skills 
needed to have a job, end line
Full ISVP 
HES￾only Control 
Feel like have the skills necessary to have a job
Yes 15.8 15.1 16.0
No 84.2 84.7 83.9
Missing 0.0 0.2 0.2
Number 1,017 916 777
Table C.40. New type of youth employment, totals by group; also, whether employment paid, 
totals by group
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Any work outside the home
Yes 16.3 14.7 22.8 17.4 17.9 12.1
No 83.7 85.3 77.2 82.6 82.1 87.9
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number of youth 1,100 1,017 1,162 916 719 777
Among those youth who work outside the home, type of employment
Professional/technical/managerial 0.0 0.6 0.3 0.1 0.0 0.0
Sales and service 26.4 11.8 16.0 17.7 16.4 12.2
Agricultural, forestry, fishery 5.2 17.8 5.0 15.5 12.1 15.4
Craft and related trade workers 2.2 10.1 1.1 3.1 6.6 15.2
Stationary plant and machine 
operators 2.7 1.4 0.0 1.0 0.0 0.0
Elementary 63.6 58.5 77.5 62.6 64.9 55.5
Missing 0.0 0.0 0.0 0.0 0.0 1.7
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number of employed youth 175 144 197 126 138 103
Among those youth who work outside the home, receive money as payment
Yes 83.5 77.3 86.8 87.7 85.2 86.3
No 16.5 22.7 13.2 12.3 14.8 13.7
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number of employed youth 175 144 197 126 138 103
120 Rwanda’s Improved Services for Vulnerable Populations Project
Productive Assets
Table C.41. Household farm tools and agricultural assets
Full ISVP HES-only Control Total
Initial End line Initial End line Initial End line Initial
End 
line
Farm tools
Hoes and spades 90.8 91.6 90.1 87.3 89.9 94.2 90.1 92.9
Machetes 71.8 75.0 65.1 66.4 74.4 73.7 72.8 73.1
Hatchets or axes 31.4 36.0 23.7 26.1 34.7 37.0 32.8 35.5
Sickles and knives 79.1 68.0 77.2 68.7 82.2 75.7 81.1 73.4
Picks 2.3 3.3 2.4 3.1 2.1 5.0 2.2 4.4
Sprinklers 2.8 5.8 2.3 2.9 2.2 4.4 2.3 4.5
Other hand tools 5.9 5.4 3.4 3.3 3.1 2.8 3.6 3.4
Mills and pestles 8.5 7.3 7.6 11.2 8.9 8.2 8.7 8.4
Sowers/drills 3.3 8.1 3.0 7.6 4.5 13.4 4.1 11.7
Crop sprayers 1.5 3.5 1.4 1.8 1.1 3.2 1.2 3.1
Own any farm tool 98.1 97.2 97.3 96.5 97.3 98.7 97.4 98.2
Livestock
Cattle 18.1 26.4 20.9 24.0 28.5 34.9 25.7 32.0
Bulls 2.4 4.3 1.7 2.5 2.8 7.5 2.6 6.3
Sheep 8.9 10.7 5.9 7.4 11.8 10.4 10.6 10.1
Goats 22.3 25.6 25.3 21.7 18.6 18.1 20.1 19.9
Pigs 14.0 17.8 13.0 13.1 14.7 16.2 14.4 16.1
Rabbits 4.2 6.3 6.8 6.0 5.1 7.7 5.1 7.2
Chickens and other 
poultry 9.7 17.2 10.3 14.3 11.8 17.9 11.2 17.3
Cochon d'Inde/
Amapanya 2.0 1.8 2.5 1.7 1.4 2.4 1.6 2.2
Own any livestock 58.0
66.9***^^
p=0.000 57.0
59.9
p=0.431 61.4
65.9+ 
p=0.068 60.3 65.4
N 1,428 1,374 1,309 1,270 1,216 1,169 3,953 3,813
+Statistically significant at p<0.10.
*** Statistically significant at p<0.001.
^^ Statistically significant at p<0.05 compared to HES-only at end line, p=0.047.
End Line Data Collection Report for an Impact Evaluation 121
Table C.42. Percentage of households that own land or cultivated a plot in past 12 months
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Anyone in household owned or cultivated a plot of land in past 12 months
Yes 77.9 79.3+ 76.9 74.8*** 78.6 86.9
No 22.1 2.7 23.1 5.3 20.9 1.6
Missing1 0.0 18.0 0.0 19.9 0.6 11.5
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number 1,428 1,374 1,309 1,270 1,216 1,169
Among those who owned or cultivated a plot, total area of all plots, in acres2
Mean 11.6 12.6 9.9 13.8 12.6 14.4
Median 3.7 4.0 3.0 4.9 4.0 4.5
Number 1,001 703 873 780 850 786
*** At end line, statistically significant at p<0.01 compared to control, p=0.002.
+ At end line, statistically significant at p<0.05 compared to HES-only, p=0.031.
1There were 604 households at end line whose data for this section was somehow deleted from the tablet. They are 
represented in the "Missing" category, along with those who refused to answer the question.
2There were 362 households at Initial data collection and 806 households at end line that owned/cultivated a plot 
but either did not know the total area or refused to answer. They are not represented in the mean and median or 
the number below.
Table C.43. Percentage of households that own land, end line
Full 
ISVP
HES￾only Control
Anyone in household owned a plot of land in past 12 
months
Yes 69.6+ 64.1 75.1
No 12.3 16.1 13.4
Missing1 18.0 19.9 11.5
Total 100.0 100.0 100.0
Number 1,374 1,270 1,169
Among those who owned a plot, total area of all plots, in 
acres2
Mean 11.5 12.7 12.7
Median 3.0 4.0 4.0
Number 657 690 697
+ Statistically significant at p<0.10 compared to HES only p=0.069.
1There were 604 households at end line whose data for this section was 
somehow deleted from the tablet. They are represented in the "Missing" 
category, along with those who refused to answer the question.
2There were 624 households that owned/cultivated a plot, but either 
did not know the total area or refused to answer. They are not 
represented in the mean and median or the number below.
122 Rwanda’s Improved Services for Vulnerable Populations Project
Household Decision Making and Gender-Related Attitudes and Behaviors
Table C.44. Characteristics of married female caregivers reporting physical or sexual violence 
in past 12 months
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Caregiver age groups
18–34 years 22.7 13.5 30.5 35.8 27.4 18.5
35–54 years 19.6 27.2 24.9 22.6 16.2 26.5
55+ years 8.0 8.4 18.2 12.0 7.5 3.9
Missing 0.0 0.0 0.0 0.0 0.0 0.0
Highest level of education attained
None 15.2 31.3 26.0 27.4 15.4 17.1
Primary 20.5 14.6 25.4 23.4 23.1 20.6
Secondary or higher 20.8 0.0 26.3 0.0 7.7 35.6
Missing 0.0 100.0 0.0 0.0 0.0 0.0
Total2 18.7 20.4 25.6 24.3 19.8 20.5
Number of married female caregivers 761 1931 665 2651 720 2101
1The sample for IPV questions was much smaller at end line because of the decision to split the sectors and interview 
caregivers about IPV in half the sectors and youth about caregiver or adult violence in the other half.
2No statistically significant results for totals.
Table C.45. Characteristics of married female caregivers reporting physical violence in past 12 
months
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Caregiver age groups
18–34 years 18.1 12.3 25.0 25.8 20.7 15.9
35–54 years 13.7 18.9 20.0 15.2 11.2 24.3
55+ years 8.0 4.1 17.6 12.0 6.8 1.0
Missing 0.0 0.0 0.0 0.0 0.0 0.0
Highest level of education attained
None 10.3 22.5 21.4 19.7 12.4 13.5
Primary 15.7 10.4 20.8 16.7 16.6 18.5
Secondary or higher 20.8 0.0 23.2 0.0 4.0 35.6
Missing 0.0 100.0 0.0 0.0 0.0 0.0
Total 14.0 14.6 21.0 17.4 14.6 18.0
Number of married female caregivers 761 193 665 265 720 210
No statistically significant results for totals.
End Line Data Collection Report for an Impact Evaluation 123
Table C.46. Characteristics of married female caregivers reporting sexual violence in past 12 
months
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Caregiver age groups
18–34 years 14.4 6.9 11.6 15.9 12.3 6.1
35–54 years 11.6 17.0 13.1 13.8 9.4 11.1
55+ years 0.5 6.6 6.4 9.0 0.7 2.9
Missing 0.0 0.0 0.0 0.0 0.0 0.0
Highest level of education attained
None 8.9 16.5 11.6 19.0 6.5 5.8
Primary 12.1 10.8 12.1 11.0 11.8 8.4
Secondary or higher 0.0 0.0 5.8 0.0 3.7 14.2
Missing 0.0 0.0 0.0 0.0 0.0 0.0
Total 10.7 12.5 11.8 13.4 9.7 8.0
Number of married female 
caregivers 761 193 665 265 720 210
No statistically significant results for totals.
Table C.47. Among married female caregivers reporting cash earnings, percentage who 
reported any physical or sexual violence perpetrated by their partner in past 12 months
Full ISVP HES-only Control
Initial End line Initial End line Initial
End 
line
Primary decision maker for her cash earnings
Married female caregiver 31.5 46.1 35.5 34.1 33.0 31.3
Female caregiver and spouse jointly 15.5 10.1 26.3 18.0 17.9 26.5
Spouse 28.4 33.2 22.8 37.8 27.0 16.4
Other 60.1 0.0 19.9 50.3 0.0 0.0
Total 22.4 32.2 28.4 28.5 22.8 26.0
Number of married female caregivers 
who earn cash 562 93 450 132 504 71
Table C.48. Among married female caregivers reporting spouse has cash earnings, 
percentage reporting any physical or sexual violence perpetrated by their partner in past 12 
months
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Primary decision maker for her cash earnings
Married female caregiver 31.4 26.0 22.8 41.7 19.3 27.2
Female caregiver and spouse jointly 11.8 9.9 22.5 19.7 16.9 14.8
Spouse 29.2 25.8 39.8 20.3 29.3 28.1
Other 32.0 0.0 3.5 47.4 0.0 100.0
Total 19.0 17.9 25.7 24.3 19.7 20.5
Number of married female caregivers whose 
spouse earns cash 754 190 661 264 711 209
124 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.49. Female caregivers reporting joint or sole household decision-making power for 
various decisions
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Type of decision, %
Woman’s own healthcare 92.7 89.7 93.5 93.8 90.4 91.3
Children’s healthcare 94.8 92.5 96.6 96.2 93.4 93.1
What children are fed 95.8 94.4 97.3 96.2 94.2 93.7
Whether child attends ECD 
services 91.6 87.4 96.4 90.7 93.8 86.6
Making major household 
purchases 87.7 88.2 89.9 91.5 85.9 87.9
Making purchases for daily 
household needs 92.7 92.8 93.5 95.5 92.6 92.8
All six decisions made alone 
or jointly 77.9 76.7
p=0.880 84.3 80.7
p=0.139 76.7 75.8
p=0.577
None of the decisions made 
alone or jointly 1.7 2.5 0.5 1.2 1.9 3.1
N 1,391 1,287 1,273 1,201 1,150 1,068
No statistically significant results for all six decision totals.
End Line Data Collection Report for an Impact Evaluation 125
Table C.50. Characteristics of female caregivers in full ISVP group who made some household decisions alone or jointly
Woman’s own 
healthcare
Children’s 
healthcare
What children 
are fed
Whether child 
attends ECD 
services 
Making major 
household 
purchases
Making 
purchases for 
daily household 
needs
All six 
decisions 
made alone 
or jointly
None of 
decisions 
made 
alone or 
jointly
N
Initial End line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line
Initia
l
End 
line
Initia
l
End 
line
Age groups, years, %
11–24
(92.2) 62.84 (93.1) 71.88 (93.2) 77.53 (92.6) 72.5 (72.6) 67.56 (77.4) 74.21 (63.6
)
45.5
1
(0.9) 7.6
33
43 29
25–34 87.2 87.7 92.3 92.7 91.0 95.3 91.1 88.1 77.2 85.0 84.6 91.5 68.4 73.0 4.2 1.3 325 251
35–44 91.3 89.7 92.6 94.0 97.0 95.0 93.8 88.9 88.6 90.5 93.7 93.7 77.2 79.6 0.6 2.4 430 411
45–54 97.1 91.7 98.7 93.8 99.5 96.2 91.9 89.4 94.7 90.0 97.5 94.6 85.5 80.4 0.5 2.7 330 320
55–64 93.5 89.6 95.5 91.2 94.7 92.3 90.4 84.2 90.1 89.5 95.8 93.8 82.5 76.6 3.1 3.0 173 181
65+ 97.7 97.9 97.5 93.0 94.7 95.2 85.1 85.6 93.5 85.6 97.5 91.4 81.4 72.2 1.2 1.0 89 93
Total
92.7 89.7 94.8 92.5 95.8 94.4 91.6 87.4 87.7 88.2 92.7 92.8 77.9 76.7 1.7 2.5 1,39
1
1287
Employment status, %
Worked in past
3 months
92.6 91.8 94.5 94.4 96.4 96.0 91.8 87.9 87.3 90.5 92.8 94.6 76.6 78.8 1.2 2.4 1,07
1
805
Worked past
4–12 months
(82.6) 65.7 (91.2) 68.0 (93) 81.2 (86.5) 73.5 (75.4) 69.9 (77.6) 74.4 (65.6
)
52.3 (6) 12.
2
42 50
Unemployed 94.6 88.7 96.4 92.1 94.1 93.3 91.8 88.2 91.0 86.5 94.5 92.0 84.4 75.9 2.8 1.5 278 432
Total
92.7 89.7 94.8 92.5 95.8 94.4 91.6 87.4 87.7 88.2 92.7 92.8 77.9 76.7 1.7 2.5 1,39
1
1287
Highest level of education attained, % 
None 94.3 90.9 95.6 91.8 95.2 94.7 89.9 88.1 90.4 88.6 94.9 92.9 79.9 78.9 1.9 3.2 498 495
Primary 92.1 89.5 94.6 93.1 96.1 94.5 92.5 87.0 86.7 88.0 91.2 93.0 77.2 75.4 1.6 1.6 827 739
Secondary (88.1) 78.8 (90.5) 93.2 (96.8) 91.0 (92.4) 87.1 (78.7) 88.3 (93.4) 91.0 (71) 69.5 (1.3) 6.8 44 42
TVET/higher – 92.1 – 84.3 – 84.3 – 76.1 – 84.3 – 84.3 – 76.1 – 7.9 22 9
Total
92.7 89.7 94.8 92.5 95.8 94.4 91.6 87.4 87.7 88.2 92.7 92.8 77.9+ 76.7 1.7 2.5 1,39
1
1,287
126 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.51. Characteristics of female caregivers in HES-only group who made some household decisions alone or jointly
Woman’s own 
healthcare
Children’s 
healthcare
What children 
are fed
Whether child 
attends ECD 
services 
Making major 
household 
purchases
Making 
purchases for 
daily 
household 
needs
All six decisions 
made alone or 
jointly
None of 
decisions 
made alone 
or jointly
N
Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line
Initi
al End line
Age groups, years, %
11–24 (93.8) 82.7 (88.2) 84.2 (94.6) 84.2 (96.2) 80.0 (60.5) 81.1 (60.6) 76.9 (58.2) 74.1 (3.8) 14.4 38 21
25–34 85.3 93.1 92.8 94.0 93.6 95.3 94.4 88.8 80.0 84.4 85.6 92.4 73.1 76.9 0.5 3.6 287 225
35–44 92.9 92.3 98.3 97.0 98.0 98.4 97.2 94.5 91.7 91.5 96.5 97.8 85.1 81.5 0.4 0.4 405 393
45–54 97.5 93.7 97.8 95.5 99.1 95.3 97.2 88.9 96.8 93.1 98.8 94.2 91.8 78.0 0.4 0.1 283 296
55–64 98.7 99.0 98.5 99.5 98.7 97.3 96.4 90.2 95.3 96.1 98.7 98.6 91.1 88.8 0.0 0.3 184 183
65+ 97.8 96.8 99.4 98.1 98.3 98.7 96.5 88.6 97.2 96.1 98.8 98.1 93.7 85.4 0.0 0.6 75 77
Total 93.5 93.83 96.6 96.17 97.3 96.24 96.4 90.66 89.9 91.46 93.5 95.51 84.3 80.67 0.5 1.204 1,27
3
1,201
Employment status, % 
Worked in past
3 months 92.8 94.3 96.6 97.0 97.6 96.5 96.3 87.9 89.4 91.1 93.3 95.8 83.2 78.4 0.5 1.7 958 687
Worked past 4–
12 months (97.6) 91.6 (98.8) 97.4 (97.6) 94.2 (100) 90.9 (95) 88.8 (93.5) 91.5 (89.8) 83.7 0.0 0.0 43 83
Unemployed 95.4 93.5 96.3 94.8 96.2 96.1 96.1 94.8 90.9 92.4 94.3 95.7 87.4 83.7 0.8 0.7 271 429
Total 93.5 93.83 96.6 96.17 97.3 96.24 96.4 90.66 89.9 91.46 93.5 95.51 84.3 80.67 0.5 1.20
4
1,27
3
1,201
Highest level of education attained, % 
None 95.3 93.9 98.2 97.3 98.0 97.0 96.6 89.9 93.6 93.2 95.6 96.0 90.0 80.8 0.4 0.6 478 435
Primary 92.5 93.6 96.0 95.2 96.7 95.5 96.1 90.8 87.3 89.8 92.8 95.1 80.7 79.7 0.6 1.6 741 709
Secondary (96.3) 90.8 -82.0 95.4 (96.3) 97.7 (98.2) 90.8 (78) 97.7 (78) 93.2 (78) 86.1 (1.8) 2.3 32 37
TVET/higher – 100.0 – 100.0 – 100.0 – 98.5 – 97.3 – 100.0 – 95.8 – 0.0 20 18
Total 93.5* 93.83 96.6* 96.17 97.3* 96.24 96.4* 90.66 89.9 91.46 93.5 95.51 84.3* 80.67 0.5 1,20
4
1,27
3
1,201
End Line Data Collection Report for an Impact Evaluation 127
Table C.52. Characteristics of female caregivers in control group who made some household 
decisions alone or jointly
Woman’s 
own 
healthcare
Children’s 
healthcare
What 
children 
are fed
Whether 
child 
attends 
ECD 
services 
Making 
major 
household 
purchases
Making 
purchases 
for daily 
household 
needs
All six 
decisions 
made 
alone or 
jointly
None of 
decisions 
made 
alone or 
jointly
N
Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line Initial
End 
line
Age groups, years, %
11–24 77.3 74.9 83.0 81.4 84.9 81.4 91.1 56.9 68.9 72.5 79.3 77.0 58.7 50.5 8.9 16.6 63 41
25–34 84.1 86.0 88.8 89.5 91.0 88.1 95.1 83.4 78.4 81.3 87.3 85.6 68.4 68.8 2.1 6.3 285 233
35–44 94.3 91.0 95.7 93.0 95.8 95.0 94.2 90.9 87.1 88.1 94.9 94.9 80.2 76.8 1.3 1.7 355 342
45–54 92.5 95.8 96.8 97.7 97.7 96.7 94.4 89.7 91.1 92.2 96.0 96.2 81.0 82.2 0.8 1.3 258 249
55–64 95.8 97.6 96.0 95.8 95.0 97.1 93.7 82.8 95.1 92.8 97.5 97.7 87.7 79.2 2.0 0.5 136 145
65+ 98.4 96.1 98.4 94.9 98.6 100.0 86.0 91.1 98.9 99.5 99.5 98.6 82.1 85.3 0.0 0.0 50 55
Total 90.4 91.3 93.4 93.1 94.2 93.7 93.8 86.6 85.9 87.9 92.6 92.8 76.7 75.8 1.9 3.1 1,150 1,06
8
Employment status, % 
Worked in 
past 3 
months
91.2 91.3 93.7 94.7 94.7 94.9 93.6 85.1 86.6 89.3 93.2 93.2 77.3 74.1 2.1 2.2 893 636
Worked 
past 4–12 
months
(92.9
)
92.7 (94.8
)
94.9
-
(91.6
)
94.9 (96.5
)
85.1 (85.5
)
89.8 (92.6
)
92.6 (80.6
)
80.1 0.0 5.1 48 43
Unemploy
ed 86.6 91.2 91.4 90.4 92.5 91.7 94.0 89.1 82.9 85.6 89.8 92.0 73.4 78.1 1.5 4.3 209 389
Total 90.4 91.3 93.4 93.1 94.2 93.7 93.8 86.6 85.9 87.9 92.6 92.8 76.7 75.8 1.9 3.1 1,150 1,06
8
Highest level of education attained, % 
None 91.6 95.4 94.6 96.3 96.5 95.1 92.9 86.7 89.1 90.7 95.5 93.8 79.9 78.1 1.2 2.4 411 389
Primary 89.7 90.1 92.9 92.0 93.3 93.6 94.4 87.2 84.8 87.9 91.4 93.1 75.0 75.7 1.9 2.5 663 622
Secondary 87.5 77.0 88.8 83.9 87.6 84.9 91.2 77.8 72.4 69.3 84.1 81.7 68.7 60.7 7.6 14.5 57 48
TVET/Highe
r
– 100.0 – 100.0 – 100.0 – 90.1 – 92.5 – 92.5 – 82.6 – 0.0 17 9
Total 90.4 91.3 93.4 93.1 94.2 93.7 93.8 86.6 85.9 87.9 92.6 92.8 76.7 75.8 1.9 3.1 1,150 1,06
8
128 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.53. Percentage distribution of currently married women who receive cash earnings 
from employment by person who decides how wife's cash earnings are used, according to 
survey arm
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Percentage of currently married 
women who receive cash 
earnings for employment 73.5 51.0 70.0 52.9 70.7 44.1
N 789 775 700 693 737 693
Among those currently married women who receive cash earnings, person who decides how 
wife's cash earnings are used:
Mainly wife 35.1
46.1** 
p=0.003 29.7
42.9** 
p=0.002 28.3
38.8* 
p=0.016
Wife and husband jointly 55.2 40.1 61.8 44.1 61.4 48.8
Mainly husband 9.0 13.8 8.0 10.6 10.0 12.2
Other 0.8 0.0 0.5 2.4 0.3 0.3
N 584 402 477 366 518 307
* Statistically significant at p<0.05.
*
*Statistically significant at p<0.01.
Table C.54. Percentage distribution of currently married women whose husbands receive cash 
earnings by person who decides how husband's cash earnings are used, according to survey 
arm
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Percentage of currently married 
women whose husbands 
receive cash earnings 98.3 97.48 99.1 99.6 99.1 98.89
N 789 775 700 693 737 693
Among those currently married women whose husbands receive cash earnings, person who 
decides how husband's cash earnings are used:
Mainly wife 18.3
26.4* 
p=0.015 17.6
25.0+ 
p=0.061 14.2
18.7+ 
p=0.056
Wife and husband jointly 59.3 49.2 60.6 47.7 63.0 57.2
Mainly husband 20.9 24.3 19.8 26.0 21.7 23.9
Other 1.4 0.1 2.0 1.3 1.0 0.2
N 782 760 694 686 727 683
+ Statistically significant at p<0.10.
* Statistically significant at p<0.05.
End Line Data Collection Report for an Impact Evaluation 129
Table C.55. Married female caregiver experience of violence, by her ability to make 
household decisions 
Full ISVP HES-only Control
Initial 
End 
line Initial
End 
line Initial
End 
line
Number of decisions made solely or 
jointly
0–3 decisions 27.3 17.5 25.7 15.3 28.7 21.6
4–5 decisions 20.8 24.2 28.4 21.2 16.0 28.9
6 decisions 17.1 19.2 24.9 26.1 19.7 17.8
Total 18.7 20.4 25.6 24.3 19.8 20.5
Number of married female caregivers 761 193 665 265 720 210
Table C.56. Characteristics of caregivers who agree harsh physical punishment 
is appropriate means of discipline in the home or school (MER)
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of caregiver, %
Male 29.7 27.1 26.8 17.3 25.6 25.8
Female 47.1 32.6 37.2 35.6 40.3 43.7
Age group of caregiver, %
<25 years 51.1 43.8 51.4 63.9 34.4 40.4
25–34 years 52.7 29.0 42.9 39.3 37.8 49.7
35–44 years 44.6 29.5 40.7 31.6 42.2 46.1
45–54 years 44.5 32.5 31.5 28.2 39.1 36.6
55–64 years 39.6 34.0 26.4 42.4 38.5 38.4
65+ years 51.0 41.3 30.8 40.2 42.9 33.1
Don't know/refused 100.0 18.5 50.6 14.5 20.3 23.1
Total 46.3
32.4*** 
p=0.000 36.8
34.8
p=0.639 39.5
43.0
p=0.486
Number of caregivers 1,444 1,352 1,327 1,256 1,212 1,129
***Statistically significant at p<0.001.
130 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.57. Attitudes toward gender among youth—Among youth ages 13–17, percentage who completed the GEM scale on gender roles, 
percentage who totally agree with GEM statements
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Completed all GEM questions in scale
Yes 83.5 82.6 83.1 90.1 92.1 91.0 66.5 68.7 67.5 86.8 91.0 88.8 92.1 90.4 91.3 92.0 87.2 89.7
Refused at least one question 16.5 17.4 16.9 9.9 7.9 9.0 33.5 31.3 32.5 13.2 9.0 11.2 7.9 9.6 8.7 8.0 12.8 10.3
N 313 311 624 286 295 581 330 335 665 281 258 539 206 210 416 225 212 437
Among those who completed all GEM questions, percentage who totally agree with the following statements
A woman's most important role is to 
take care of her home and family. 72.1 62.9 68.0 53.8 70.7 61.6 79.1 73.7 76.4 66.8 66.4 66.6 71.7 71.5 71.6 67.8 72.9 70.1
Changing diapers, giving kids a 
bath, and feeding the kids are the 
mother's responsibilities. 73.6 65.3 69.9 57.2 60.8 58.9 68.3 75.4 71.8 57.3 60.2 58.7 64.5 73.7 69.1 49.6 64.0 56.2
It is a woman's responsibility to 
avoid getting pregnant. 53.6 39.0 47.1 48.5 46.1 47.4 48.4 51.5 49.9 38.7 52.7 45.6 53.0 49.0 51.0 45.1 53.4 48.9
A man should have the final word 
about decisions in his home. 53.8 54.1 53.9 43.2 46.9 44.9 56.3 53.2 54.8 49.3 45.3 47.3 57.6 58.9 58.2 48.2 55.7 51.7
To be a man, you need to be 
tough. 27.0 26.5 26.8 29.0 28.6 28.8 35.3 26.7 31.0 29.1 21.1 25.2 35.5 29.5 32.5 25.2 22.3 23.9
A man is less than a man if he earns 
less than his wife. 27.5 30.6 28.8 27.5 28.7 28.1 32.8 33.4 33.1 22.9 29.6 26.2 23.1 31.7 27.4 29.5 33.1 31.1
A woman should tolerate violence 
to keep her family together. 37.8 34.7 36.4 36.4 43.3 39.6 50.0 41.5 45.8 50.7 42.5 46.7 29.3 33.4 31.4 30.7 37.9 34.0
A wife who earns more than her 
husband provokes violence. 23.6 19.9 22.0 25.9 21.6 23.9 30.0 28.1 29.1 25.2 17.6 21.5 14.3 25.4 19.9 21.9 30.5 25.9
Among those who completed all GEM questions, mean and median composite score
Mean 15.7 16.3 16.0 16.4 16.1 16.3 15.0 15.3 15.1 16.0 16.3 16.1 15.7 15.5 15.6 16.7 15.8 16.3
Median 15 16 15 17 16 17 15 15 15 16 16 16 16 15 16 17 15 16
Number 232 232 464 255 273 528 195 195 390 258 232 490 190 189 379 203 192 395
End Line Data Collection Report for an Impact Evaluation 131
Table C.58. Gender equitable men score, percentage distribution of scores, by age group
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
13–14 
years
15–17 
years
13–14 
years
15–17 
years
13–14 
years
15–17 
years
13–14 
years
15–17 
years
13–14 
years
15–17 
years
13–14 
years
15–17 
years
GEM score bands
Low gender 
equitable score 25.0 29.9 21.0 24.0 32.9 36.2 19.4 29.0 29.7 30.1 16.6 27.2
Moderate 
gender equitable 
score 52.0 43.1 53.7 59.3 50.3 48.9 59.6 52.0 57.2 51.5 61.9 52.5
High gender 
equitable score 22.9 27.0 25.3 16.7 16.9 15.0 21.1 19.0 13.2 18.4 21.5 20.4
N 236 228 253 275 173 217 210 280 154 225 175 220
Table C.59. Percentage distribution of gender equitable men score band among youth ages 
13–17 
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
GEM score bands
Low gender equitable score 27.4 22.6 34.8 25.0 30.0 22.2
Moderate gender equitable score 47.7 56.7 49.5 55.2 53.7 56.9
High gender equitable score 24.9 20.7 15.8 19.8 16.3 20.9
N 464 528 390 490 379 395
No statistically significant findings for changes over time within arm for high score.
Table C.60. Youth report of witnessing violence in the home, end line
Violence in the home, % Full ISVP HES-only Control Total 
Have you ever seen your caregiver slap, 
punch, kick, or otherwise hurt another child in 
your home? 1.7 0.94 1.6 1.6
Have you ever seen your caregiver slap, 
punch, kick, or otherwise hurt another child in 
your home in the past 12 months? 1.2 0.09 1.2 1.1
Have you ever seen another adult slap, 
punch, kick, or otherwise hurt another child in 
your home? 1.9 1.2 1.9 1.8
Have you ever seen another adult slap, 
punch, kick, or otherwise hurt another child in 
your home in the past 12 months? 0.68 0.4 1.1 0.98
N 1,017 916 777 2,710
132 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.61. Age of youth at time of violence and relationship to perpetrator
Full ISVP HES-only Control Total 
Age of youth last time violence of 
caregiver took place
0–5 years - (0.0) - 1.1
6–11 years - (36.4) - 25.8
12–17 years - (63.6) - 73.1
N 21 26 18 65
Relationship to perpetrator the last 
time violence took place
Parent - (28.1) - 47.9
Sibling - (17.8 - 9.0
Uncle/aunt - (2.9) - 2.0
Other Male - (2.0) - 15.4
Teacher - (15.0) - 9.4
Neighbor - (2.7) - 5.9
Romantic partner - (7.8) - 2.5
Schoolmate - (3.2) - 5.5
Female friend - (20.5) - 2.5
N 20 28 18 66
Parentheses indicate N=25–49.
Dashed line indicates N=<25 and value has been suppressed.
Table C.62. Location and time of last violent act by parent/caregiver/adult 
in community, per youth report
Full ISVP
HES￾only Control Total 
Location violence last occurred
Youth's home - (48.8) - 64.9
Perpetrator’s home - (1.6) - 1.0
Someone else's home - (0.0) - 2.7
On a road/street - (2.8) - 12.6
School - (14.3) - 7.2
Lake, river, body of water, other 
natural area - (6.2) - 5.6
Other - (26.3) - 6.0
N 20 27 19 66
What time of day did the 
violence last occur?
Morning - - (35.3) 28.1
Afternoon - - (48.8) 51.5
Evening - - (13.4) 18.7
Late at night - - (2.5) 1.8
N 20 21 25 61
Parentheses indicate N=25–49.
Dashed line indicates N=<25 and value has been suppressed.
End Line Data Collection Report for an Impact Evaluation 133
Health
Caregiver Health
Table C.63. Characteristics of caregivers who reported ever having had an HIV test
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex, %
Male 55.6 64.1 45.7 58.6 25.3 55.8
Female 63.5 68.3 42.3 60.5 40.7 60.6
Age, %
11–24 (81.7) 67.8 (63.5) 84.2 56.4 57.6
25–34 71.8 78.5 48.6 75.3 51.1 67.4
35–44 69.5 69.1 49.9 64.1 47.8 69.7
45–54 54.9 70.3 40.2 61.8 27.1 56.9
55–64 57.2 59.7 26.0 41.6 20.8 46.8
65+ 43.1 52.8 13.3 30.8 12.7 30.4
Total 63.1
68.1
p=0.116 42.4
60.4*** 
p=0.000 39.9
60.4*** 
p=0.000
N 1,444 1,352 1,327 1,256 1,213 1,129
***Statistically significant at p<0.001.
Table C.64. Percentage of caregivers reporting modern family planning use, by method
Full ISVP HES-only Control Total
Percentage of caregivers currently using 
family planning (FP) methods 33.7* 35.5+ 42.4 39.9
N 1,287 1,219 1,090 3,596
Among those who reported currently using FP, modern FP methods used: %
Female sterilization 4.2 2.2 2.3 2.6
Male sterilization 0.1 1.1 0.0 0.1
IUD 4.1 4.3 3.5 3.7
Injectables 46.3 49.7 45.6 46.1
Implants/Jadelle 17.8 22.6 24.2 23.0
Oral contraceptives 11.7 14.6 15.2 14.6
Male condom 8.5 2.2 4.2 4.6
Female condom 1.0 0.1 0.9 0.8
Diaphragm 0.0 0.2 0.2 0.2
Foam/jelly 0.0 0.0 0.0 0.0
Lactational amenorrhea method 0.1 0.2 0.3 0.3
Standard days method 3.2 1.2 2.7 2.6
Other modern methods 2.7 0.3 1.9 1.9
Any modern method 93.2 95.4 98.1 97.0
N 455 438 420 1,313
+Statistically significant at p<0.10 compared to control, p=0.088.
*Statistically significant at p<0.05 compared to control, p=0.019.
134 Rwanda’s Improved Services for Vulnerable Populations Project
Child Health
Table C.65. Caregiver ISLG participation and time spent with children
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Time spent with children
Increased the time spent with children 17.5 20.0 9.7 11.4 7.8 18.3
Decreased the time spent with children 16.4 18.0++ 19.0 27.1* 8.5 20.6
Not changed the time spent with 
children 64.7 59.7+ 69.6 58.3 81.7 56.2
Refused 1.4 2.3 1.7 3.2 2.0 5.0
N 1,397 904 1,281 841 227 171
* Statistically significant at p<0.10 when compared to control at end line, p=0.081.
+ Statistically significant at p<0.10 when compared to HES-only at end line, p=0.086.
++ Statistically significant at p<0.001 when compared to HES-only at end line, p=0.003.
Table C.66. Characteristics of children too sick to participate in daily activities in past two 
weeks (MER)
Full ISVP HES-only Control
Characteristics Initial End line Initial End line Initial End line
Sex (%)
Male 20.5 17.7 20.5 14.8 16.5 16.3
Female 23.8 18.0 22.4 17.9 20.8 17.0
Age (%)
<5 years 31.7 28.4 29.9 24.7 28.7 23.2
5–9 years 24.7 17.0 22.8 16.5 17.5 17.3
1–14 years 17.1 14.1 16.7 13.3 14.1 13.9
1–17 years 17.1 15.4 18.0 13.1 13.0 11.2
Total
22.2
17.8** 
p=0.002
21.4
16.3+ 
p=0.051
18.6
16.7
p=0.37
n 4,210 3,978 3,640 3,415 3,251 3,089
+Borderline statistically significant at p=0.1.
** Statistically significant at p<0.01.
Figure C.1. Total children too sick to participate in daily activities in the past two weeks, by 
study arm (MER)
+ p<0.10, p=0.051.
** p<0.10, p=0.002.
0
10
20
30
40
50
Initial End line
Full ISVP** HES-only+ Control
End Line Data Collection Report for an Impact Evaluation 135
Table C.67. Characteristics of birth registration at sector level (MER)
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex, %
Male 85.7 90.2 79.2 89.4 83.9 89.8
Female 84.7 91.3 79.4 88.8 85.7 92.1
Age, %
<5 years 77.6 85.1 70.9 76.1 81.3 85.8
5–9 years 85.2 90.9 75.9 88.0 83.1 91.3
10–14 years 86.6 92.3 82.4 94.0 87.8 93.0
15–17 years 90.9 93.8 88.7 95.0 87.7 94.1
Total 85.2
90.8*** 
p=0.000 79.3
89.1*** 
p=0.000 84.8
91.0*** 
p=0.000
N 4,210 3,978 3,640 3,415 3,251 3,089
***Statistically significant at p<0.001
Table C.68. Children whose caregiver reported child has a birth certificate
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child
Male 10.8 26.4 8.6 44.3 5.5 43.8
Female 9.3 27.0 12.7 44.2 6.9 44.3
Age group of child
<5 years 13.7 28.8 13.4 44.4 7.2 49.5
5–9 years 10.5 26.1 8.1 43.3 7.0 42.8
10–14 years 8.6 26.3 12.0 43.7 5.0 42.0
15–17 years 8.1 26.5 8.9 46.7 5.3 42.1
Total 10.1
26.7*** 
p=0.000 10.5
44.3*** 
p=0.000 6.2
44.1*** 
p=0.000
Number of children 4,210 3,978 3,640 3,415 3,251 3,089
*** Statistically significant at p<0.001.
Table C.69. Children who have a birth certificate that was observed by interviewer
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child
Male 1.0 10.7 1.0 22.1 0.1 21.1
Female 1.2 10.4 1.8 19.7 0.1 20.6
Age group of child
<5 years 3.0 13.8 3.2 27.2 0.1 28.9
5–9 years 1.2 10.8 1.2 21.8 0.0 20.5
10–14 years 0.5 9.5 1.2 19.4 0.1 17.8
15–17 years 0.0 8.7 0.1 16.2 0.2 15.7
Total 1.1
10.6*** 
p=0.000 1.4
20.9*** 
p=0.000 0.1
20.9*** 
p=0.000
Number of children 4,210 3,978 3,640 3,415 3,251 3,089
*** Statistically significant at p<0.001.
136 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.70. Infant and young child feeding practices for children ages 6–59 months
Among breastfed children Among non-breastfed children Among all children
Initial End line Initial End line Initial End line
4+ food groups
1
Minimum meal 
frequency2
4+ food groups and 
minimum meal 
Breastfed children, n frequency
4+ food groups
1
Minimum meal 
frequency2
4+ food groups and 
minimum meal 
Breastfed children, n frequency
Milk or milk products
3
4+ food groups
1
Minimum meal 
frequency4
With 3 IYCF practices
5
Non-breastfed children, 
n
Milk or milk products
3
4+ food groups
1
Minimum meal 
frequency4
With 3 IYCF practices
5
Non-breastfed children, 
n
Breast milk, milk or milk 
products
6
4+ food groups
7
Minimum meal 
frequency
With 3 IYCF practices
Number of children, n
Breast milk, milk or milk 
products
6
4+ food groups
7
Minimum meal 
frequency
With 3 IYCF practices
Number of children, n
Full ISVP
Age, months, %
6–11 8.4 10.8 1.4 74 14.4 12.1 1.2 68 -- -- -- -- 2 4.6 4.6 0.0 0.0 7 98.4 8.2 10.6 1.4 76 89.2 13.3 10.7 1.0 75
12–23 10.9 12.8 1.7 130 36.6 19.2 4.1 103 -- -- -- -- 16 0.0 39.3 3.9 0.0 16 90.2 11.4 12.4 1.8 146 87.2 36.9 17.2 3.6 119
24–35 23.9 10.1 4.9 81 46.5 11.5 6.7 85 0.9 12.1 5.0 0.0 78 3.4 25.9 12.8 0.0 94 57.4 18.8 7.9 2.8 159 47.7 35.3 12.2 3.1 179
36–47 -- -- -- 24 26.6 16.3 3.5 20 2.5 16.7 7.7 0.4 161 4.6 25.5 10.0 0.4 128 17.2 18.1 10.7 1.8 185 16.6 25.6 10.8 0.8 148
48–59 -- -- -- 7 51.8 0.0 0.0 11 1.0 19.4 6.0 0.0 173 9.4 34.7 10.1 0.8 163 3.3 19.6 6.2 0.4 180 13.9 35.6 9.6 0.8 174
Sex, %
Male 13.5 8.8 2.9 139 36.6 14.7 5.4 140 2.0 19.8 6.0 0.2 207 5.6 24.9 9.1 0.3 188 43.1 17.2 7.2 1.3 346 46.8 30.0 11.6 2.5 328
Female 16.0 16.3 3.5 177 29.3 13.5 2.4 147 1.7 14.4 7.2 0.3 223 6.4 33.0 11.3 0.6 220 47.9 15.1 11.5 1.8 400 45.0 31.5 12.2 1.3 367
HES-only
Age, months, %
6–11 23.4 26.3 20.3 58 31 30 11 48 -- -- -- -- 4 0.0 0.0 0.0 0.0 1 93.4 22.4 25.7 18.9 62 94.6 29.4 28.6 10.0 49
12–23 20.8 16.6 6.8 127 23 12 9 79 -- -- -- -- 15 2.8 44.2 5.7 0.0 20 86.6 19.6 14.7 5.8 142 83.2 27.0 11.3 7.7 99
24–35 17.3 16.2 10.3 68 18 11 3 67 0.8 24.2 0.8 0.0 55 7.7 37.6 10.8 1.2 77 55.9 20.4 9.4 5.7 123 53.0 28.2 10.7 2.1 144
36–47 (8.0) (35.0) (2.1) 27 19 14 4 13 3.8 15.5 6.7 0.3 157 1.2 20.8 4.0 0.3 137 16.1 14.5 10.4 0.5 184 6.9 20.7 4.5 0.5 150
48–59 -- -- -- 6 14 0 0 7 2.9 14.2 3.7 0.0 168 4.2 25.0 2.0 0.7 141 6.3 13.9 3.6 0.0 174 8.6 24.5 2.0 0.7 148
Sex, %
Male 14.7 18.1 8.1 147 27 18 9 124 5.5 16.2 8.7 0.2 198 4.8 26.2 5.8 1.1 180 41.0 15.6 12.2 3.2 345 44.9 26.7 10.8 4.2 304
End Line Data Collection Report for an Impact Evaluation 137
Among breastfed children Among non-breastfed children Among all children
Initial End line Initial End line Initial End line
4+ food groups
1
Minimum meal 
frequency2
4+ food groups and 
minimum meal 
Breastfed children, n frequency
4+ food groups
1
Minimum meal 
frequency2
4+ food groups and 
minimum meal 
Breastfed children, n frequency
Milk or milk products
3
4+ food groups
1
Minimum meal 
frequency4
With 3 IYCF practices
5
Non-breastfed children, 
n
Milk or milk products
3
4+ food groups
1
Minimum meal 
frequency4
With 3 IYCF practices
5
Non-breastfed children, 
n
Breast milk, milk or milk 
products
6
4+ food groups
7
Minimum meal 
frequency
With 3 IYCF practices
Number of children, n
Breast milk, milk or milk 
products
6
4+ food groups
7
Minimum meal 
frequency
With 3 IYCF practices
Number of children, n
Female 22.7 21.2 11.5 139 18 14 5 90 0.2 15.7 0.2 0.0 201 2.7 26.6 3.7 0.2 196 44.2 18.8 9.5 5.1 340 32.7 23.8 6.9 1.8 286
Control
Age, months, %
6–11 9.3 27.3 6.4 71 20.6 24.2 3.7 66 -- -- -- -- 3 100.0 100.0 100.0 0.0 1 95.3 8.9 26.0 6.1 74 100.0 23.2 26.7 3.6 67
12–23 19.2 18.6 7.8 127 22.7 17.3 9.4 84 -- -- -- -- 18 0.0 22.2 0.0 0.0 13 92.0 22.1 18.8 7.6 145 87.2 22.7 15.1 8.2 97
24–35 12.4 27.6 6.0 59 24.4 17.0 5.0 81 4.4 18.6 6.1 1.8 76 5.5 26.8 11.9 4.3 102 46.4 15.9 15.5 3.7 135 43.9 25.8 14.0 4.6 183
36–47 -- -- -- 17 39.0 36.6 34.9 12 6.0 14.7 10.9 2.3 140 2.9 41.0 9.6 1.2 114 12.3 16.3 13.3 4.1 157 13.3 40.8 12.5 4.8 126
48–59 -- -- -- 4 49.4 0.0 0.0 5 0.8 18.2 2.9 0.0 135 8.0 23.8 11.4 1.2 147 4.1 18.3 2.8 0.0 139 12.3 25.0 10.9 1.1 152
Sex, %
Male 13.6 25.0 8.5 134 23.4 21.8 5.7 123 5.1 17.5 7.2 2.6 193 6.2 34.9 11.8 2.1 187 45.6 15.8 14.8 5.1 327 42.3 30.5 15.6 3.5 310
Female 18.5 21.9 6.8 144 25.4 17.9 9.7 125 3.2 18.6 7.2 0.3 179 5.7 26.2 10.6 1.9 190 44.7 18.5 13.5 3.1 323 42.0 25.9 13.4 4.9 315
"Note: Figures in parentheses are based on 25–49 unweighted cases. A dashed line indicates that a figure is based on fewer than 25 unweighted cases and has been suppressed. 
1 Food groups: a. infant formula, milk other than breast milk, cheese or yogurt or other milk products; b. foods made from grains, roots, and tubers, including porridge and fortified 
baby food from grains; c. Vitamin A-rich fruits and vegetables; d. other fruits and vegetables; e. eggs; f. meat, poultry, fish, shellfish, and organ meats; g. legumes and nuts.
2 For breastfed children, minimum meal frequency is receiving solid or semisolid food at least twice a day for infants ages 6–8 months and at least three times a day for children 9 
months and older. 
3 Includes two or more feedings of commercial infant formula; fresh, tinned, and powdered animal milk; and yogurt.
4 For non-breastfed children, minimum meal frequency is receiving solid or semisolid food or milk feeds at least four times a day. 
5IYCF = infant and young child feeding practice. Non-breastfed children are considered to be fed with a minimum standard of three infant and young child feeding practices if 
they receive other milk or milk products at least twice a day, receive the minimum meal frequency, and receive solid or semisolid foods from at least four food groups, not including 
the milk or milk products food group. 
6 Breastfeeding or not breastfeeding and receiving two or more feedings of commercial infant formula; fresh, tinned, and powdered animal milk; and yogurt.
7 Children are fed the minimum recommended number of times per day according to their age and breastfeeding status, as described in footnotes 2 and 4.
138 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.71. Characteristics of children ages 0–59 months that had growth monitoring events at home or a health center in past 12 months 
Full ISVP
HES-only
Control
Initial End line Initial End line Initial End line
1–2 times
3–5 times
6+ times
DK
N
1–2 times
3–5 times
6+ times
DK
N
1–2 times
3–5 times
6+ times
DK
N
1–2 times
3–5 times
6+ times
DK
Number 
of 
1children –2 times
3–5 times
6+ times
DK
N
1–2 times
3–5 times
6+ times
DK
N
Sex of child
Male 38.3 34.4 22.6 4.7 259 32.2 36.6 28.7 2.5 276 28.6 19.3 48.7 3.3 245 43.6 24.6 30.9 0.9 261 35.1 36.2 27.0 1.7 239 37.6 23.9 37.3 1.3 249
Female 28.7 40.4 30.1 0.8 327 30.6 29.4 37.6 2.4 326 37.1 27.9 31.6 3.4 245 32.4 38.5 28.6 0.5 252 34.9 32.9 30.1 2.2 234 39.4 27.6 32 1 275
Age group of child
0–11 months 37.1 36.1 23.3 3.6 84 38.6 38 23.4 0 91 49.6 21.5 25.5 3.4 60 45.1 33.6 21.2 0 73 47.8 34.6 16.5 1.1 76 39.6 28.4 30.7 1.3 76
12–23 months 31.6 28.7 38.8 0.9 120 28.1 31.7 39.7 0.5 106 29.9 29.6 39.6 0.9 112 32.5 35.4 32.1 0 87 19.3 50.3 30.4 0.0 107 40.2 19.7 37.3 2.8 82
24–59 months 32.8 41.2 23.1 3.0 382 30 31.5 34.8 3.6 405 30.6 21.9 43.3 4.1 318 37.2 30.4 31.3 1 353 37.9 28.5 30.7 2.9 290 38 26.6 34.6 0.8 366
Total 33.1 37.7 26.6 2.6 586 31.4 32.8 33.4 2.5 602 32.7 23.5 40.5 3.4 490 37.9 31.7 29.7 0.7 513 35.0 34.6 28.5 1.9 473 38.6 25.8 34.4 1.2 524
End Line Data Collection Report for an Impact Evaluation 139
Table C.72. Characteristics of children ages 0–59 months monitored for 
growth at home or at a health center in past 12 months 
Characteristics Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child
Male 68.4 80.7 62.4 84.2 66.0 72.1
Female 73.6 85.6 59.4 82.2 67.8 83.4
Age group of child
0–11 months 53.7 77.4 48.3 78.2 49.9 64.5
12–23 months 81.3 87.5 67.9 91.2 77.2 88.4
24–59 months 72.9 84.1 61.6 82.9 69 79.2
Total 71.1
83.2*** 
p=0.001 60.9
83.1*** 
p=0.000 66.9
77.7*** 
p=0.001
N 825 751 737 649 722 678
***Statistically significant at p<0.001.
140 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.73. Percentage of caregivers who gave correct responses to various nutrition knowledge questions
Knows child 
receives breastmilk 
only until 6 months
Knows sick child 
should be fed the 
same amount
Knows 2+ ways to 
prevent 
undernutrition 
among children < 6 
months
Knows 2+ ways to 
prevent 
undernutrition 
among children 6–
23 months
Knows need to 
wash hands 2+ 
times 
Knows 2+ ways 
pregnant 
woman should 
eat
Number of 
caregivers
Initial End line Initial End line Initial End line Initial End line Initial End line Initial End line Initial End line
Sex of caregiver
Full ISVP
Male 72.6 72.2 13.6 23.2 27.3 31.8 23.1 54.9 73.7 74.6 29.9 61.0 53 65
Female 80.9 85.6 15.1 14.3 33.3 37.9 40.1 53.8 80.8 82.5 46.9 71.7 1391 1,287
Total 80.5 85.0 15.0 14.7 33.0 37.6 39.3 53.9 80.4 82.1 46.1 71.2 1444 1,352
HES-only
Male 38.4 43.9 15.6 32.3 13.7 17.7 22.7 32.1 70.6 69.8 32.8 27.9 54 55
Female 77.0 84.0 15.4 16.1 33.6 40.7 44.5 56.7 81.6 82.3 52.6 60.1 1273 1,201
Total 75.6 82.1 15.4 16.9 32.9 39.6 43.7 55.5 81.2 81.7 51.8 58.6 1327 1,256
Control
Male 67.4 79.2 3.0 12.1 24.7 27.2 25.3 29.8 73.2 62.3 48.3 43.3 62 61
Female 81.0 83.0 11.2 14.1 35.9 35.8 39.6 52.1 81.1 81.3 43.6 62.9 1150 1,068
Total 80.3 82.8 10.7 14.1 35.3 35.4 38.9 51.1 80.7 80.4 43.8 62.0 1212 1,129
End Line Data Collection Report for an Impact Evaluation 141
Table C.74. Percentage distribution of caregivers by number of correct responses given to 
questions of nutrition knowledge, by sex
Initial End line
0 1–2 3–4 5–6 N 0 1–2 3–4 5–6 N
Sex of caregiver
Full ISVP
Male 9.9 49.7 28.1 12.3 53 6.4 28.1 47.4 18.1 65
Female 3.9 34.3 45.3 16.5 1,391 3.8 24.3 39.2 32.8 1,287
Total 4.2 35.0 44.5 16.3 1,444 3.9 24.5 39.5
32.1** 
p=0.002 1,352
HES-only
Male 15.9 57.8 21.8 4.6 54 7.7 56.5 27.8 8.0 55
Female 4.2 30.6 48.9 16.3 1,273 3.0 29.4 34.3 33.3 1,201
Total 4.6 31.5 47.9 15.9 1,327 3.2 30.7 34.0
32.1** 
p=0.002 1,256
Control
Male 8.9 37.4 52.4 1.2 62 7.8 48.6 25.2 18.3 61
Female 3.0 33.6 51.2 12.1 1,150 3.1 27.6 44.4 24.9 1,068
Total 3.3 33.8 51.3 11.5 1,212 3.3 28.5 43.6
24.6*** 
p=0.000 1,129
** Statistically significant at p<0.01.
***Statistically significant at p<0.001.
Table C.75. Child undernourishment, per mid-upper arm circumference
Full ISVP HES-only Control
Characteristics Initial End line Initial End line Initial End line
Sex of child, %
Male 2.3 7.2 5.4 2.8 1.8 2.5
Female 3.9 5.6 6.4 0.6 3.0 3.6
Infant and young child age groups, %
6–11 months 15.2 21.6 8.1 14.0 6.9 11.8
1–4 years 1.7 3.9 5.7 0.3 1.9 2.0
Total
3.1
6.4*** 
p=0.001
5.9
1.7*** 
p=0.001
2.4
3.1*** 
p=0.000
n 746 695 685 590 650 625
***Statistically significant at p<0.001.
142 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.76. Characteristics of children ages 0–59 months old with fever and treatment for fever within two weeks of interview 
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Had a fever
Number of children
Among 
children 
with a 
fever
Had a fever
Number of children
Among 
children 
with a 
fever
Had a fever
Number of children
Among 
children 
with a 
fever
Had a fever
Number of children
Among 
children 
with a 
fever
Had a fever
Number of children
Among 
children 
with a 
fever
Had a fever
Number of children
Among 
children 
with a 
fever
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sex of child
Male 31.6 381 73.9 111 33.0 354 70.3 97 22.8 376 68.7 87 15.4 330 55.9 58 23.1 368 76.4 88 19.0 339 68.6 70
Female 26.1 444 70.9 109 27.1 397 80.2 95 25.8 361 53.7 78 19.6 319 64.0 62 24.4 354 76.1 95 18.7 339 85.3 66
Age group of child
0–11 months 33.1 155 (62.7) 44 35.2 131 (62.1) 31 22.9 114 (33.0) 28 25.2 108 (79.9) 25 26.1 146 (74.9) 40 21.9 120 (84.0) 28
12–23 months 35.1 146 69.7 55 42.9 119 (83.5) 46 31.6 142 (58.0) 43 16.6 99 (81.3) 25 31.7 145 (83.2) 44 25.4 97 (83.1) 26
24–59 months 25.5 524 77.4 121 25.4 501 77.2 115 22.5 481 68.2 94 15.7 442 47.7 70 20.2 431 73.1 99 16.8 461 72.7 82
Total 28.7 825 72.5 220 30.0 p=0.701 751 74.9 p=0.709 192 24.3 737 60.8 165 17.6+ p=0.122 649 60.6 p=0.979 120
23.
7 722 76.3 183 18.8 p=0.130 678 76.9 p=0.914 136
No statistically significant changes over time within group.
Parentheses denote based on N=25–49.
End Line Data Collection Report for an Impact Evaluation 143
Figure C.2. Total children ages 0–59 months old with fever and treatment for fever within two 
weeks of interview
28.7
72.5
24.3
60.8
23.7
76.3
30
74.9
17.6
60.6
18.8
76.9
0
20
40
60
80
100
Had a fever Sought
treatment
Had a fever+ Sought
treatment
Had a fever+ Sought
treatment
Full ISVP HES only Control
Initial Endline
144 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.77. Characteristics of children ages 0–59 months old with diarrhea and treatment within two weeks of interview 
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Had diarrhea
Number of children
Among 
children 
with 
diarrhea
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sought treatment
Number of children
Sex of child
Male 19.5 381 82.7 74 22.1 354 63.2 74 14.0 376 48.1 53 14.7 330 52.1 57 19.1 368 70.6 64 17.3 339 41.7 53
Female 19.0 444 68.3 69 15.4 397 80.0 64 12.8 361 (36.8) 40 11.9 319 (66.4) 38 12.0 354 (68.8) 42 11.8 339 (68.5) 44
Age group of child
0–11 months 19.4 155 (72.7) 26 15.9 131 - 18 10.5 114 - 12 9.0 108 - 11 15.5 146 - 23 24.7 120 (41.3) 25
12–23 months 32.1 146 (84.3) 47 30.1 119 (77.6) 33 29.5 142 (48.0) 35 11.8 99 - 23 28.3 145 (85.8) 38 21.3 97 - 21
24–59 months 15.2 524 70.3 70 17.0 501 75.7 87 9.5 481 (41.8) 46 14.6 442 63.3 61 11.3 431 (59.7) 45 10.6 461 58.4 51
Total 19.3 p=0.868 825 75.3 p=0.503 143 18.7 751 70.3 138 13.4 737 42.8 93 13.2 p=0.957 649 58.8 p=0.289 95 15.6 722 69.9 106 14.5 p=0.576 678 52.5* p=0.019 97
*Statistically significant at p<0.05.
End Line Data Collection Report for an Impact Evaluation 145
Figure C.3. Total children ages 0–59 months old with diarrhea and treatment within two weeks 
of interview 
Table C.78. Caregivers’ knowledge of child’s HIV status (MER)
Full ISVP HES-only Control
Characteristics Initial End line Initial End line Initial End line
Sex of child, %
Male 29.6 26.6 18.2 14.3 16.3 10.1
Female 30.3 27.0 19.4 15.4 17.6 11.0
Age group of child, %
<5 years 21.6 20.2 13.7 7.3 12.1 6.9
5–9 years 27.1 26.3 17.9 12.0 18.0 10.9
10–14 years 31.7 27.1 21.0 16.6 17.4 10.3
15–17 years 41.5 34.5 21.9 23.5 21.6 16.0
Total 30.0
26.8+ 
p=0.057
18.8
14.8
p=0.110
16.9
10.5*** 
p=0.000
n 4,210 3,978 3,640 3,415 3,251 3,089
***Statistically significant at p<0.001.
0
10
20
30
40
50
60
70
80
Had diarrhea Sought treatment Had diarrhea Sought treatment Had diarrhea Sought
treatment*
Full ISVP HES-only Control
Initial End line
146 Rwanda’s Improved Services for Vulnerable Populations Project
Youth Health
Table C.79. Characteristics of 10- to 17-year-old youth who know strategies to prevent HIV
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
% N % N % N % N % N % N
Sex of child, %
Male 46.1 547 34.2 501 35.1 601 38.1 464 40.9 361 35.0 387
Female 34.8 553 36.9 516 29.5 561 34.4 452 37.4 358 34.2 390
Age group of child, %
10–14 
years 34.4 799 26.5 720 23.6 815 27.8 609 28.9 482 24.1 535
15–17 
years 56.2 301 56.7 297 51.2 347 53.5 307 57.9 237 60.1 242
Total 40.9
1,10
0
35.5
p=0.
128
1,01
7 32.5
1,16
2
36.3
p=0.
354 916 39.2 719
34.6
+ 
p=0.
129 777
Figure C.4. Youth ages 10–17 tested in past 12 months who knew their HIV status
+ p<0.10, p=0.090.
** p<0.01, p=0.008.
*** p<0.001, p=0.001.
Table C.80. Youth ages 10–17 tested for HIV within past 12 months and knew their HIV status
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F M F M F M F M F M F
Age group of child, %
10–14 years 13.0 12.2 23.1 16.6 8.9 9.5 16.4 17.0 6.3 8.8 11.0 6.4
15–17 years 36.1 31.5 45.8 39.9 21.8 16.8 42.3 35.1 19.2 8.7 23.2 22.7
Total 20.3 17.6 30.4 23.0 13.1 11.8 25.2 22.8 10.5 8.7 14.8 10.9
Number of youth 547 553 501 516 601 561 464 452 361 358 387 390
Full ISVP** HES Only*** Control+
End Line Data Collection Report for an Impact Evaluation 147
Table C.81. Youth ages 10–17 ever tested for HIV who knew their HIV status
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Ever 
tested
Tested 
in past
12 
months N Ever tested
Tested in past
12 months N
Ever 
tested
Tested 
in past
12 
months N Ever tested
Tested in past
12 months N
Ever 
tested
Tested 
in past
12 
months N Ever tested
Tested in past
12 months N
Sex of child, %
Male 27.6 20.3 547 36.5 30.4 501 21.4 13.1 601 29.2 25.2 464 18.9 10.5 361 18.4 14.8 387
Female 25.7 17.6 553 30.1 23.0 516 15.0 11.8 561 29.0 22.8 452 17.9 8.7 358 13.4 10.9 390
Age group of child, %
10–14 years 18.8 12.6 799 25.2 19.8 720 11.9 9.2 815 20.2 16.7 609 13.8 7.5 482 10.4 8.7 535
15–17 years 45.3 34.1 301 52.8 43.2 297 32.1 19.5 347 47.0 38.9 307 26.7 13.5 237 29.5 23.0 242
Total 26.7 19.0 1,100 33.4* p=0.029 26.8** p=0.008 1,017 18.4 12.5 1162 29.1** p=0.006 24.1*** p=0.001 916 18.4 9.6 719 15.9 p=0.360 12.9+ p=0.090 777
+Statistically significant or borderline significant at p<0.10.
* Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.001.
Table C.82. Sexual behavior among 10- to 17-year-old youth
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F M F M F M F M F M F
Never had sexual intercourse 90.2 90.4 80.4 87.4 90.6 91.6 79.4 91.7 92.2 94.7 89.8 90.2
Had sexual intercourse in past 12 
months 2.4 4.7 4.8 1.4 2.5 6.4 6.4 3.3 1.6 1.0 2.3 1.8
Number of youth 547 553 501 516 601 561 464 452 361 358 387 390
148 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.83. Percentage distribution of youth ages 10–17, by 
contraceptive method currently used
Full ISVP HES-only Control
Any method 0.5 1.7 1.6
Any modern method 0.4 1.1 1.6
Sterilization 0 0.1 0
Implant 0 0 0.2
IUD 0 0 0
Injectable 0 0 0
Pill 0 0 0
Male condom 0.3 1 1.4
Standard days method 0 0.1 0
Lactational amenorrhea 
method (LAM)/other modern 
method1
0.1 0 0
Any traditional method 0.1 0.6 0
Not currently using 98.8 98.2 98.2
Refused 0.7 0.1 0.2
Number of youth 1,017 916 777
Education
Early Childhood Development
Table C.84. Characteristics of children 36–59 months old attending ECD program
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 30.6 28.9 15.3 11.2 13.4 11.5
Female 45.5 36.9 11.5 6.7 9.7 19.3
Age group of child, %
36–47 months 23.7 19.9 10.9 4.4 4.5 10.7
48–59 months 51.4 43.5 16.6 13.2 19.3 19.9
Total 38.1
33.0
p=0.369 13.6
8.6+ 
p=0.084 11.6
15.4
p=0.236
Number of children 365 322 358 298 296 278
+Statistically significant or borderline significant at p<0.10.
End Line Data Collection Report for an Impact Evaluation 149
Table C.85. Characteristics of children under 5 who had a household member 
age 15 or older who engaged the child in any stimulating activities in past 3 
days, MER
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Sex of child, %
Male 79.1 79.8 79.5 85.1 82.9 90.2
Female 84.4 83.6 79.3 88.0 80.2 91.4
Age group of child, %
0–11 months 59.6 64.7 61.6 64.9 65.4 69.2
12–23 months 81.6 92.1 79.2 87.3 90.1 95.9
2–4 years 88.5 84.9 83.4 92.3 84.1 95.5
Total 81.9 81.7 79.4 86.6 81.6 90.8
Number of children 825 751 737 649 722 678
Table C.86. Characteristics of children under 5 who had a household member 
age 15 or older who engaged the child in at least 4 different stimulating 
activities in past 3 days, MER
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 30.6 39.1 33.2 34.4 30.4 44.2
Female 36.4 43.9 30.8 50.2 34.1 51.3
Age group of child, %
0–11 months 10.5 13.2 11.5 8.5 4.7 15.8
12–23 months 22.4 45.1 29.2 51.5 26.0 35.8
2–4 years 44.0 49.8 37.3 50.1 43.6 58.3
Total 33.7
41.5** 
p=0.007 32.0
42.6* 
p=0.038 32.3
47.7*** 
p=0.000
Number of children 825 751 737 649 722 678
* Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.001.
150 Rwanda’s Improved Services for Vulnerable Populations Project
Schooling
Figure C.5. Total children ages 5–17 currently enrolled in school
Table C.87. Characteristics of children ages 5–17 currently enrolled in school
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Sex of child, %
Male 88.2 84.7 73.9 72.1 79.9 76.5
Female 90.3 86.6 76.3 75.6 81.0 80.7
Age group of child, %
5–6 years 72.8 62.4 42.4 45.3 51.2 51.9
7–12 years 97.5 93.4 88.3 86.8 94.1 91.1
13–17 years 84.6 83.9 71.1 67.9 76.1 73.4
Total 89.3 85.7 75.0 73.8 80.4 78.6
Number of children 3,385 3,227 2,903 2,766 2,529 2,411
Figure C.6. Percentage of children ages 13–17 currently enrolled in secondary school
0.0
20.0
40.0
60.0
80.0
100.0
Initial End line
Full ISVP HES-only Control
0
5
10
15
20
25
Initial End line
Full ISVP HES-only Control
End Line Data Collection Report for an Impact Evaluation 151
Table C.88. Characteristics of children ages 13–17 currently enrolled in secondary school
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Sex of child, %
Male 20.2 17.7 10.0 10.3 18.6 21.1
Female 24.8 24.1 15.6 13.2 20.1 20.1
Age group of child, %
13–14 years 10.2 10.4 7.8 5.7 12.8 12.3
15–17 years 33.2 29.7 16.1 15.6 24.5 26.8
Total 22.5 21.0 12.7 11.7 19.4 20.6
Number of children 1,250 1,234 1,100 1,035 969 938
No statistically significant differences by total.
Table C.89. Among all children ages 5–17, percentage who did not miss any days of instruction 
during past full week of school (MER)
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 61.0 68.8 53.6 61.2 61.7 62.2
Female 67.2 75.1 58.2 65.8 59.6 65.6
Age group of child (1), %
5–9 years 60.7 66.5 48.5 56.4 55.6 58.6
10–14 years 70.2 79.5 70.4 75.8 72.2 75.5
15–17 years 57.8 65.8 42.1 52.7 48.5 50.4
Age group of child (2), %
5–6 years 52.2 49.9 29.0 39.1 35.2 41.9
7–12 years 68.4 78.4 66.3 73.3 71.2 73.7
13–17 years 62.9 71.6 53.0 59.9 58.7 60.1
Level of education, %
Pre-primary 67.8 79.4 72.9 90.3 79.4 80.3
Primary 71.5 83.9 74.4 85.1 74.5 81.5
Secondary or higher 78.1 90.2 75.6 91.2 82.3 80.1
Not enrolled 0 0 0 0 0 0
Missing 65 47.8 49.2 0 100 73.8
Total 64.1 72*** p=0.001 55.8 63.4** p=0.003 60.7 63.9* p=0.049
Number of children 4,210 3,978 3,640 3,415 3,251 3,089
*Statistically significant at p<0.05.
** Statistically significant at p<0.01.
*** Statistically significant at p<0.001.
152 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.90. Among all children ages 7–17, percentage who did not miss any days of instruction 
during past full week of school
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 62.6 72.1 57.9 65.8 66.8 66.7
Female 69.4 78.5 63.0 68.8 64.5 68.8
Age group of child, %
7–12 years 68.4 78.4 66.4 73.3 71.2 73.7
13–17 years 62.9 71.6 53.0 59.9 58.7 60.1
Total 66.0
75.4*** 
p=0.000 60.3
67.3** 
p=0.007 65.6
67.7
p=0.157
Number of children 2,917 2,814 2,492 2,392 2,151 2,091
** Statistically significant increase within arm at p<0.01.
*** Statistically significant increase within arm at p<0.001.
Table C.91. Among children ages 7–17 currently not enrolled in school, percentage distribution of 
main reason given for why child is not enrolled
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Reasons for missing school, %
Lack of money for school fees, 
materials, transport 33.4 34.5 49.8 46.6 46.4 39.4
Child is too sick or disabled to attend 18.5 12.0 8.5 9.9 13.5 8.1
Child is working 3.6 1.0 1.5 3.1 4.8 1.4
Child is caring for a household 
member 2.0 1.0 1.7 0.2 1.8 0.4
Child does not like school 34.1 25.6 27.0 15.8 24.5 26.3
School related: classes canceled, 
school too far away, poor-quality 
teachers 5.6 22.6 7.5 21.9 6.9 18.6
Hunger 1.4 0.0 0.1 0.2 1.2 0.5
Other 1.4 2.2 2.8 2.0 0.8 4.9
Don't know 0.0 1.0 1.0 0.3 0.0 0.2
Number 220 311 404 463 311 361
End Line Data Collection Report for an Impact Evaluation 153
Table C.92. Among children ages 7–17 currently enrolled in school and who missed at least one 
day during past week of instruction, percentage distribution of main reason given for that 
absence
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Reasons for missing school, %
Lack of money for school fees, materials, 
transport 11.2 17.9 19.3 17.1 16.2 21.7
Child is too sick or disabled to attend 45.1 51.7 47.8 55.7 54.8 54.8
Child is working 5.9 0.8 5.5 3.4 6.0 2.3
Child is caring for a household member 3.1 2.5 4.0 4.4 4.2 1.6
Child does not like school 6.4 7.8 5.4 10.0 7.6 7.5
School related: classes canceled, school too 
far away, poor-quality teachers 1.7 0.7 3.3 1.6 0.9 1.7
Hunger 15.7 6.8 9.1 5.0 4.5 2.7
Lacking clean clothes 2.5 0.3 0.1 0.2 1.7 0.0
Visiting home 2.5 4.3 1.7 1.0 1.3 0.6
Other 3.1 0.6 0.3 0.6 1.0 2.8
Don't know 2.7 6.7 3.5 1.0 1.9 4.2
Total 100.0 100.0 100.0 100.0 100.0 100.0
Number 694 403 503 259 471 309
154 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.93. Among children ages 5–17 enrolled in school previous year, percentage who 
progressed to a more advanced grade in current school year (MER)
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 90.0 77.0 84.1 69.1 86.9 72.1
Female 90.4 77.5 83.5 72.5 91.0 76.9
Age group of child (1), %
5–9 years 87.3 71.0 85.2 66.5 91.1 68.4
10–14 years 92.5 81.6 89.1 73.2 92.5 81.2
15–17 years 86.9 75.2 70.7 70.2 78.6 65.9
Age group of child (2), %
5–6 years 46.9 42.1 80.0 38.7 70.5 52.7
7–12 years 91.0 80.3 87.8 71.3 92.1 78.2
13–17 years 90.4 77.6 79.4 72.3 85.6 72.5
Total 90.2
77.3*** 
p=0.000 83.8
70.8*** 
p=0.000 89.0
74.5*** 
p=0.000
Number of children 2,311 2,635 1,961 2,019 1,698 1,789
*** Statistically significant at p<0.001.
Table C.94. Characteristics of children ages 7–17 enrolled in school previous year who 
progressed to a more advanced grade in current school year
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 90.3 78.6 84.1 69.7 86.9 73.7
Female 91.2 79.6 83.5 73.9 91.4 77.6
Age group of child, %
7–12 years 91.0 80.3 87.8 71.3 92.1 78.2
13–17 years 90.4 77.6 79.4 72.3 85.6 72.5
Total 90.7 79.1*** p=0.000 83.8 71.7*** p=0.000 89.1 75.7*** p=0.000
Number of children 2,279 2,491 1,934 1,958 1,684 1,710
*** Statistically significant at p<0.001.
End Line Data Collection Report for an Impact Evaluation 155
Table C.95. Among children ages 13–17, percentage distribution of their progress within school from previous year
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
M F T M F T M F T M F T M F T M F T
Schooling level
Progressed within 
primary 56.4 55.2 55.8 47.6 48.2 47.9 53.2 47.8 50.6 46.5 44.2 45.3 50.6 53.9 52.2 37.0 44.8 40.8
Progressed from 
primary to 
secondary 11.6 15.4 13.5 8.8 11.1
10.0* 
p=0.
037 4.6 7.5 6.0 6.0 5.8
5.9
p=0.
835 11.2 7.3 9.3 6.6 9.9
8.2
p=0.
224
Progressed within 
secondary 7.5 7.9 7.7 8.1 11.8 10.0 4.5 6.6 5.5 3.8 5.7 4.8 7.1 11.5 9.3 10.7 8.6 9.7
Progressed from 
Secondary to 
TVET/university 0.1 0.1 0.1 0.0 0.0 0.0 0.1 0.0 0.0 0.1 0.2 0.2 0.5 0.0 0.3 0.2 0.7 0.4
Did not progress but 
still in school 2.8 4.5 3.6 10.6 12.7 11.7 7.0 5.6 6.3 9.5 6.5 8.0 3.8 2.3 3.1 11.2 6.7 9.0
Enrolled this year but 
not last year 4.3 3.5 3.9 5.5 2.4 3.9 2.1 3.2 2.6 4.2 3.1 3.7 1.9 2.2 2.0 5.6 4.8 5.2
Dropped out this 
year 4.7 4.3 4.5 8.9 7.1 8.0 7.4 12.4 9.8 13.6 13.4 13.5 10.2 7.5 8.9 12.5 14.2 13.3
Not enrolled this year
or last year 12.6 9.1 10.9 10.4 6.8 8.6 21.2 16.8 19.1 16.3 21.1 18.7 14.6 15.4 15.0 16.3 10.4 13.4
Number of children 613 637 1250 601 633 1,234 542 558 1100 533 502 1035 489 480 969 480 458 938
*Statistically significant at p<0.05.
156 Rwanda’s Improved Services for Vulnerable Populations Project
Table C.96. Characteristics of all children ages 13–17 who did not miss any days of 
secondary school instruction during past full week of school
Full ISVP HES-only Control
Initial
End 
line Initial
End 
line Initial
End 
line
Sex of child, %
Male 15.7 16.3 7.1 9.3 16.6 17.8
Female 19.8 21.4 12.3 12.1 15.7 15.9
Age group of child, %
13–14 years 7.3 9.7 5.1 5.2 10.7 10.2
15–17 years 26.8 26.5 12.7 14.2 20.3 21.8
Total 17.7 18.9 9.6 10.7 16.1 16.9
Number of children 1,250 1,234 1,100 1,035 969 938
No statistically significant changes within group over time.
Table C.97. Among those children ages 13–17 currently enrolled in secondary 
school, percentage who did not miss any days of secondary school instruction 
during past full week of school
Full ISVP HES-only Control
Initial End line Initial End line Initial End line
Sex of child, %
Male 77.9 92.0 70.8 90.5 89.1 84.0
Female 79.7 88.7 78.9 91.7 77.8 79.4
Age group of child, %
13–14 years 72.0 93.2 65.7 90.8 83.8 83.2
15–17 years 80.7 89.2 79.0 91.2 83.1 81.4
Total 78.9 90.1 75.6 91.1 83.3 81.8
Number of children 283 244 157 152 169 184
End Line Data Collection Report for an Impact Evaluation 157
Figure C.7. Among those children ages 13–17 currently enrolled in secondary school, percentage who 
did not miss any days of secondary school instruction during past full week of school
0
10
20
30
40
50
60
70
80
90
100
Initial End line
Full ISVP HES-only Control
158 Rwanda’s Improved Services for Vulnerable Populations Project
APPENDIX D. INITIAL STUDY PROTOCOL
MEASURE Evaluation Phase IV
Impact Evaluation Protocol:
Rwanda’s Improved Services for Vulnerable
Populations (ISVP) Project
May 8, 2017
Rwanda
Carolina Population Center
University of North Carolina at Chapel Hill
400 Meadowmont Village Circle, 3rd Floor
Chapel Hill, NC 27517 USA
TEL: 919-445-9350 FAX: 919-445-9353
http://www.cpc.unc.edu/measure
End Line Data Collection Report for an Impact Evaluation 159
Contents
Summary of Study...........................................................................................................................................................161
1. Background....................................................................................................................................................162
1.1. Evaluation Purpose..................................................................................................................................162
1.2. Government of Rwanda (GOR) and USAID Response...................................................................162
1.3. Improved Services for Vulnerable Populations (ISVP) Project & Targeting ................................163
1.4. ISVP Project Implementation Plan.......................................................................................................164
2. Study Aims and Objectives.......................................................................................................................................165
2.1 Aims............................................................................................................................................................................165
2.2 Research Objectives.................................................................................................................................................165
3. Study Methods.............................................................................................................................................................165
3.1 Evaluation Study Description.................................................................................................................................165
3.2 Evaluation Study Design.........................................................................................................................................165
3.3 Study Sites..................................................................................................................................................................167
3.4 Study Population ......................................................................................................................................................167
3.5 ISVP Project Description (Intervention Description) .......................................................................................167
3.6 Main Exposures, Confounders and other Design Challenges, and Outcomes..............................................169
4. Selection of Study Population...................................................................................................................................174
4.1 Inclusion Criteria ......................................................................................................................................................174
4.3 Exclusion Criteria .....................................................................................................................................................174
4.3 Sampling Frame and Design...................................................................................................................................174
4.4 Randomization..........................................................................................................................................................176
5. Study Procedures ........................................................................................................................................................176
5.1 Procedures at Enrollment .......................................................................................................................................176
5.2 Follow-up...................................................................................................................................................................177
5.3 Measurement of Exposures and Confounders through Survey Instruments.................................................177
5.4 Measurement of Outcomes ....................................................................................................................................177
5.5 Sample Size................................................................................................................................................................177
5.6 Data Management and Security .............................................................................................................................177
5.7 Proposed Analysis and Dissemination..................................................................................................................178
6. Ethical Considerations...............................................................................................................................................179
6.1 Confidentiality...........................................................................................................................................................179
6.2. Informed Consent...................................................................................................................................................180
6.3 Ethical Approval.......................................................................................................................................................180
160 Rwanda’s Improved Services for Vulnerable Populations Project
7. Logistics........................................................................................................................................................................180
7.1 Distribution of Responsibility ................................................................................................................................180
7.2 Staffing plan and bios..............................................................................................................................................181
7.2. Timeline for Baseline; updated May 9, 2017*.....................................................................................................186
8. References....................................................................................................................................................................187
9. Appendices...................................................................................................................................................................188
Appendix A - Study Sectors and Assignments (Confidential).................................................................................188
Appendix B - PEPFAR Essential Indicators – Outcome Monitoring for OVC Programs...............................189
End Line Data Collection Report for an Impact Evaluation 161
Summary of Study
Study Purpose: MEASURE Evaluation, with support from USAID/Rwanda, and in collaboration with the 
National University of Rwanda, College of Medicine and Health Sciences and School of Public Health (NUR￾CMHS/SPH) (baseline) and Incisive Africa (end line), is conducting an outcome and impact evaluation 
through a baseline survey of the Improved Services for Vulnerable Populations (ISVP) Project, which is led 
by Global Communities (GC) along with local non-governmental organizations (NGOs), Rwandan civil 
society organizations (CSOs) and the Ministries of Health (MOH) and Gender and Family Promotion 
(MIGEPROF). The ISVP Project will be implemented in 12 districts in Rwanda with high HIV prevalence 
and in 75 sectors within those districts. The evaluation, which will begin with a baseline survey in April 2017, 
will examine changes in key outcomes in terms of health, education, social services, nutrition, food security 
and economic stability before and after the implementation of the interventions implemented by the ISVP 
Project. 
Study Participants: The baseline survey will be conducted with beneficiary households in intervention areas; and 
with households with children on the Most Vulnerable Children (MVC) list produced by the National 
Commission for Children (NCC). It will include the head of household, primary care givers of children under 
18 years of age, members of integrated savings and lending groups (ISLG), and youth in 1,500 households in 
23 sectors receiving the full package of ISVP Project interventions, in 22 sectors receiving only household 
economic strengthening (HES) interventions, and in 24 control sectors. 
Study Procedures: Households will be chosen for participation in the survey using a two-stage random selection 
procedure based on program beneficiary lists and the MVC lists. There will be a four survey instruments 
administered: household questionnaire, caregiver questionnaire, youth questionnaire and a ISLG 
questionnaire. The chosen households will be visited by data collectors who will interview household 
residents using hand-held computer tablets. The data from the tablets will be transferred directly to the 
Carolina Population Center at UNC via secure FTP for analysis.
162 Rwanda’s Improved Services for Vulnerable Populations Project
1. Background
1.1. Evaluation Purpose
USAID/Rwanda requested MEASURE Evaluation to conduct an impact evaluation of the improved Services 
for Vulnerable Populations (ISVP) project, known locally as the Twiyubake Program. The overall goal of the 
ISVP Project is to strengthen the capacity of target populations and communities to improve their health, 
nutrition and wellbeing, especially orphans and vulnerable children (OVC), people living with HIV/AIDS 
(PLHA), and economically vulnerable families.5
 The project will link PLHA, OVC and other vulnerable 
families to basic health care, as well as to support services that mitigate the impact of HIV disease, including 
services that promote or support economic empowerment, education, and legal protection. A key 
component of the ISVP project will be the implementation of household economic strengthening (HES) 
approaches aimed at providing the necessary support to stabilize and strengthen poor families. The project 
builds upon USAID/Rwanda’s support to the Government of Rwanda (GOR) and civil society partners to 
improve access to health and social services for vulnerable populations and thus enable them to live 
productive lives. The ISVP project began in March 2015 and will be implemented over five years. 
The impact evaluation will assess the extent to which selected HES interventions compared to 
implementation of the full range of ISVP services (i.e. HES and related project services), improve the health, 
nutrition and well-being of the target population. The evaluation will determine the relative contribution of 
HES strengthening efforts to achieve the project’s objectives and goals. The results of the impact evaluation 
will contribute to the evidence base on support to vulnerable populations and their families in the area of 
HES and inform policy formation and subsequent program designs beyond the ISVP project. 
1.2. Government of Rwanda (GOR) and USAID Response
The GOR has enacted social policies and implemented programs aimed at improving the lives and protection 
of vulnerable populations, in particular PLHAs, OVCs and their families. Multiple government institutions 
and non-governmental organizations implement programs aimed at improving health, education, 
employment, local governance and legal protection for these target populations. USAID/Rwanda, in 
collaboration with the GOR has implemented a broad range of programs aimed at tackling the health and 
development challenges facing PLHAs, OVCs, out of school youth, and very poor households. USAID 
projects have focused on improving the access of individuals, households and communities to a network of 
services in health, education, social services, nutrition, food security, and economic stability to enable them to 
live productive lives.
The ISVP project is one project, designed with the support of the Ministry of Health (MOH) and the 
Ministry of Gender and Family Promotion (MIGEPROF), which will contribute to the achievement of 
USAID/Rwanda’s Mission-level results:
• Increased capacities of families and communities to provide better care for vulnerable individuals;
• Improved household and community care and support practices for vulnerable populations, 
especially children; and
• Increased access to education and social services for vulnerable populations.
5 Global Communities. Annual Work Plan: Improved Services for Vulnerable Populations Program, COP 14/15. 
Apr 2015
End Line Data Collection Report for an Impact Evaluation 163
A key component of the ISVP project will be HES activities to provide the necessary support to stabilize and 
strengthen poor families and decrease family economic vulnerability. The immediate objective of these 
activities is to improve resilience and purchasing power so that families can afford to consistently feed, 
educate, and care for their children, even in the face of potential shocks like illness, disability, or death of a 
key breadwinner in the household.
Understanding the effect that HES activities have in improving the economic strength of participating 
households and the subsequent impact of this strength on health and education outcomes of target 
populations, will contribute to the evidence base for improved policy and HES program design efforts in the 
future.6
1.3. Improved Services for Vulnerable Populations (ISVP) Project & Targeting
The ISVP Project will be implemented in 12 districts in Rwanda (see Figure 1) and 75 sectors within these 
districts. Within each selected sector, all cells and villages will be targeted over the life of the project. The
districts were chosen due to their high HIV prevalence. The 75 sectors were then selected based on a 
mapping of other USAID-funded projects with orphans and vulnerable children – those with little or no 
USAID investment were selected.
Figure 1. ISVP implementation districts
6 Gash, Megan and Odell, Kathleen. The Evidence-Based Story of Savings Groups: A Synthesis of Seven Randomized Control Trials. 
The SEEP Network, Sept 2013. Available at: www.seepnetwork.org.
164 Rwanda’s Improved Services for Vulnerable Populations Project
Within a target community, households are solicited for participation based on their status as a vulnerable 
household. The primary method of identifying eligible households to participate in ISVP will be based on the
Most Vulnerable Children (MVC) lists developed by the National Commission for Children (NCC). Services 
directed towards OVCs and PLHAs act as additional entry point to target vulnerable households in an 
integrated manner. Local service providers will refer clients to ISVP for potential participation in the 
program. Working in partnership with the GOR, local authorities, international and local NGOs, and civil 
society organizations (CSOs), ISVP will link PLHA, OVC and other vulnerable families to a network of 
services in health, education, social services, nutrition, food security, and economic stability.7
1.4. ISVP Project Implementation Plan
To reach the target of 50,000 households, Twiyubake will contract with local Rwandan partner organizations 
(RPOs) who are already operational (RPO level 1) or who are emerging community service providers (RPO 
level 2) to enroll and support three household cohorts from 75 Sectors: 
1. Cohort 1: 12,000 HHs enrolled in year 1,
2. Cohort 2: an additional 18,000 HHs in year 2 and 
3. Cohort 3: an additional 20,000 HHs in year 3 (Figure 2). 
For each cohort, the initial 2-3 months will be devoted to identifying and enrolling eligible beneficiaries who 
will be offered services and supported for two or more years (depending on household resiliency index(HRI) 
assessment) and then will “graduate” from the program. 8
 
HH=Households
FY 2016 FY 2017 FY 2018 FY 2019 
(Apr. 2016-
Sept. 2016)
(Oct 2016-
Sept. 2017)
(Oct 2017-
Sept. 2018)
(Oct 2018-
Sept. 2019)
Cohort 1: 12,000 
HHs Full ISVP: 7,000 new HHs 
Cumulative 
50,000 
households will 
benefit from 
ISVP
Cohort enrolled 
in January- April 
2016
HES Only: 5,000 new HHs 
Cohort graduates in Jul-Sep 2018
Cohort 2: 18,000 
HHs Full ISVP: 18,000 new HHs 
Cohort enrolled 
in Apr-June 2016 Cohort 2 graduates in Oct-Dec 2018
Cohort 3: 20,000 
HHs Full ISVP: 20,000 new HHs 
7 With the recent endorsement by the GOR, a national nutrition intervention will be implemented by multiple donors 
across all sectors. ISVP will be responsible for nutrition activities in all full ISVP sectors and 8 HES-only sectors. The 
remaining 45 sectors targeted by ISVP will receive nutrition programming from other donors. 32 additional, un￾programmed (by ISVP) sectors, will receive nutrition programming from other USAID partners.
8 Households’ capacity to graduate will be based on the HRI assessment. It is estimated that households will have the 
capacity to graduate after two years of receiving program services. However, some household members, depending on 
their specific needs, may continue to receive program services even after their household has graduated at the two year 
point.
End Line Data Collection Report for an Impact Evaluation 165
Cohort enrolled 
in June-Aug 2017 Cohort 3 graduates in June-Jul 2019
Total # Sectors 67 75 75 53
*In addition to these sectors, 25 sectors in 3 districts will receive ‘nutrition only’ services in line with the approach to support full 
coverage of Community Based Nutrition Programming (CBNP) across these three districts.
**May 9, 2017: this revised figure is being confirmed with Global Communities
Figure 2. Twiyubake implementation cycle
2. Study Aims and Objectives
2.1 Aims
This impact evaluation seeks to measure the impact of the ISVP Project interventions on the health, 
education, and economic well-being of vulnerable children and their families. This study will examine
whether HES activities alone, or a more comprehensive package of additional social support and referrals, 
lead to better economic resilience and improvements in health and education among children from the most 
vulnerable households. 
2.2 Research Objectives
The impact evaluation’s objectives are to answer the following research questions:
1. Does the full package of Twiyubake services (henceforth Full ISVP) strengthen household economic 
status and provide the additional support to motivate these economically strengthened families to 
realize health and education benefits?
2. Can HES-Only (henceforth HES-Only) activities provide the economic stability for households to 
access health/education services and improve individual health and educational well-being?
3. Which approach is more cost-effective?
a. Full-ISVP
b. HES-only 
3. Study Methods
3.1 Evaluation Study Description
Using a randomized control trial design, administrative sectors will be assigned to study arms receiving 
different intervention packages. Baseline survey data from a panel of households and individuals from each 
study arm will be collected in 2017 and resurveyed at endline in late 2018.
3.2 Evaluation Study Design
We propose a prospective, randomized controlled trial, using a difference-in-differences (DID) estimation 
strategy with fixed effects modeling to evaluate the impact on economic, health and education outcomes, of:
a. Full-ISVP program vs. HES-only program 
166 Rwanda’s Improved Services for Vulnerable Populations Project
b. Full-ISVP vs. Control
c. HES-only program vs. Control 
Two rounds of population-based survey data collection are proposed. Baseline data collection is planned for 
April-May 2017, to record household economic status during the most vulnerable period for many families. 
Endline data collection will be repeated during late 2018 to facilitate comparisons in economic vulnerability 
from baseline to endline.
Impact Evaluation of Rwanda Twiyubake Project
HH=Households
FY 2016 FY 2017 FY 2018 FY 2019 
(Apr. 2016- Sept. 
2016)
(Oct 2016- Sept. 
2017)
(Oct 2017- Sept. 
2018)
(Oct 2018-
Sept. 2019)
Cohort 1: 12,000 
HHs Full ISVP: 7,000 new HHs 
Cumulative 50,000 
households will 
benefit from ISVP
Cohort enrolled in 
January- April 2016 HES Only: 5,000 new HHs 
Cohort graduates in Jul-Sep 2018
Cohort 2: 18,000 
HHs Full ISVP: 18,000 new HHs 
Cohort enrolled in 
Apr-June 2016 Cohort 2 graduates in Oct-Dec 2018
Cohort 3: 20,000 
HHs Full ISVP: 20,000 new HHs 
Cohort enrolled in 
June-Aug 2017 Cohort 3 graduates in June-Jul 2019
Figure 3. Evaluation Design of Rwanda Twiyubake Project
The cross-sectional survey at baseline in 2017 will sample households from enrolled beneficiary lists in 
intervention sectors. The control group will be randomly sampled from households eligible for the program 
but living in sectors assigned to the control arm. Households surveyed at baseline will be tracked and 
surveyed at endline in 2018.
Since we will randomize the sectors to different study arms, in theory we could conduct a post-intervention 
survey only and estimate program impact by measuring the difference in means between the intervention and 
control groups. However, there are advantages to a DID model worth pursuing. First, including a baseline 
survey will allow us to test the validity of the random assignment, that is, to examine whether the 
randomization process produced comparable or balanced groups across all study arms. Second, using a fixed 
effects specification in a DID model will allow us to improve the precision of our impact estimates by 
reducing the variability of the error term. Lastly, if despite our efforts the random assignment is inadequate, 
End Line Data Collection Report for an Impact Evaluation 167
then the use of a DID model will allow us to control for pre-intervention observed differences across groups 
and for fixed unobserved characteristics at the community level to improve the estimation of program 
impact.
At endline, we will also conduct key informant interviews with District level officials and ISVP program staff 
to try to assess whether there have been any significant changes in the study areas over time that may have 
affected implementation of the intervention and/or outcomes relevant to the evaluation.
3.3 Study Sites
Please see Appendix A for the list of sectors and study arm assignments.
3.4 Study Population
The study population will include:
• Economically vulnerable households as identified through a list of the ”Most Vulnerable Children 
(MVC) 9
 ,” from the MVC database, which is developed by the National Commission for Children;
this list is then validated in community meetings; and
• OVC and PLHAs identified by health service providers as coming from vulnerable households that 
would benefit from participation.10
Households on MVC list will be eligible and encouraged to participate by ISVP. In a given area, if the 
number of children on the MVC list is greater than the target number of beneficiaries for that area, ISVP will 
prioritize children based on guidelines from the NCC, including a vulnerability assessment procedure carried 
out with local leaders.
Within each selected household, the following members will be selected for the study: 1) all eligible primary 
caretakers of children; 2) the primary ISLG member (in the program arms); 2) one randomly selected 10-17 
year old.
3.5 ISVP Project Description (Intervention Description)
ISVP or Twiyubake is a 5-year, USAID-funded project awarded to Global Communities in partnership with 
AVSI, Partners in Health, and Plan, as well as local Rwandan partner organizations. The overarching project 
goal is to improve the protection of vulnerable populations against adverse circumstances, thus contributing 
to reducing the risk and impact of HIV/AIDS and other health conditions on the most vulnerable 
populations. Vulnerable populations are defined as OVCs, PLHAs, including members of the household 
9 The list is developed by NCC by targeting households exclusively in Ubudehe 1 and 2 and then collecting additional 
information to better understand their specific vulnerabilities (based on questions to identify whether or not they are 
enrolled in school, disabilities, chronic illness, indication of malnutrition, orphan status, child headed household, 
psychosocial distress, involvement in child labor etc). 
10 Note that the evaluation study team only has a list of program beneficiaries as of July 2016 and this list will not note 
how the beneficiaries were made eligible for the program; that is, the study team will not know whether beneficiaries 
were referred to the program from health service providers or whether they were eligible based on having children on 
the MVC list.
168 Rwanda’s Improved Services for Vulnerable Populations Project
caring for these two groups, very poor households, especially female and widow-headed households, and out 
of school youth. 
Twiyubake aims to assist 50,000 households (including 250,000 children, youth and adults) by reducing 
economic vulnerability and empowering families to make investments to meet the unique needs of young 
children and adolescents. The project, led by Global Communities, will focus on knowledge-based skills 
development that enhances households’ capacity (knowledge, opportunities, and resources) to mitigate the 
impact of HIV/AIDS. In so doing, the Twiyubake project will address four intermediate results (IR):
IR 1: Increased capacity of families and communities to provide healthy, nurturing, and engaging 
environments for vulnerable children <5;
IR 2: Family economic vulnerability decreased;
IR 3: Increased knowledge, attitudes, skills, aspirations and confidence of adolescents transitioning to 
adulthood; and
IR 4: Increased capacity of communities to provide essential preventative and protective services to 
vulnerable families and children.
ISVP Project Strategy
The foundation of the Twiyubake strategy is four core household economic strengthening (HES) 
interventions: 1) integrated savings and lending groups (ISLGs); 2) financial education; 3) micro and small 
enterprises and cooperatives; and 4) activities to improve intra-household communication and joint economic 
decision-making. Locally-formed ISLGs provide the opportunity for members to grow household assets and 
access emergency funds. Financial education for the ISLG members teaches money management skills such 
as savings, debt management, budgeting, bank services, and financial negotiation. The development of 
micro and small enterprises and cooperatives will be promoted to ISLG members who will receive 
instructional materials on basic market analysis and resources during their first year as a savings group. In 
subsequent years, groups will be able to access additional services such as training and business advisory 
services through a fee-for-service model. Twiyubake will subsidize the costs for individuals and groups to 
access these services, with subsidies decreasing over time as the cooperatives or enterprises grow and their 
capacity to pay for these services increases. Lastly, participatory and adult learning techniques will be used to 
teach members a curriculum to improve relationships within families (e.g., couples communication, parent￾child interactions, and intimate partner violence).
Established ISLGs create a platform on which to layer other interventions to reinforce positive parenting 
practices and strengthen family decision-making in the best interests of children. Sometimes known as 
“savings plus,” this approach takes advantage of the regular meetings, shared aspirations, and group dynamics 
of a locally-formed savings and lending group to explore other relevant topics and issues including health, 
nutrition and agriculture, life skills, parenting education, and referrals.11 Building on the four core HES 
interventions and specifically layering on the ISLG platform, Twiyubake is implementing and/or promoting a 
11Gash, Megan, Odell, Kathleen. The Evidence-Based Story of Savings Groups: A Synthesis of Seven Randomized Control Trials. 
The SEEP Network, Sept 2013. Available at: www.seepnetwork.org.
End Line Data Collection Report for an Impact Evaluation 169
number of additional activities. Using a case management approach, Twiyubake will work with families to 
identify economic, health, and education needs, then promote or refer to services as appropriate. Some of 
the specific individual and household interventions include:
• Consumption Support (or household grants) –ISVP will provide time-limited consumption support 
to the poorest households who require immediate financial assistance to meet basic needs, including 
incremental costs related to accessing basic education and health insurance. Households receiving 
support will simultaneously take the next step on the economic strengthening pathway by enrolling in 
an ISLG. 
• Farmer field schools (FFS) - ISVP will encourage households to form Farmer Field Schools led by 
trained volunteers. FFSs provide the opportunity for participants to test and adopt improved 
agricultural production techniques and new fortified crops in order to increase incomes and improve 
household nutrition.
• Health Promotion and Referrals – promotion of HIV testing and counseling for all ages; referrals 
and assistance to receive treatment among PLHA; nutrition screening, counseling and referrals; 
WASH education; family planning and male involvement advocacy.
• Early Childhood Development – parenting education on early childhood development; promotion of 
ECD centers and playgroups.
• Sexual and reproductive health and gender-based violence education and referrals for adolescents.
• Youth-centered ISLGs and work readiness activities for out-of-school adolescents.
• Education support packages – households with school-age children will receive a one-time 
disbursement of materials to support schoolwork, such as a lamp and writing materials.
Additional work by Twiyubake through local partners will include working alongside government agencies to 
improve health service delivery and referrals, strengthen child protection, and support locally-formed gender￾based violence committees to combat violence in the home and the community.
3.6 Main Exposures, Confounders and other Design Challenges, and Outcomes
Theory of Change
As noted above, the foundation of the Twiyubake strategy is the HES interventions, in particular the ISLGs 
which create a platform on which to layer other interventions (Figure 4). The core HES activities help 
households budget, save, and target their consumption to benefit the health and educational wellbeing of the 
household members. The additional wrap-around services reach a few different audiences using a case 
management approach to match needs with services. The household interventions are designed to improve 
general household welfare including hygiene practices and use of health services. Early childhood 
interventions work with parents on parenting skills and encouragement to monitor and strengthen early 
development. Adolescent interventions focus on health education, work readiness and youth-centered 
ISLGs. The underlying theory of change posits that economic strength enables households to act on the 
advice and referrals received to better the health and education of their children.
170 Rwanda’s Improved Services for Vulnerable Populations Project
Figure 4. Causal pathways for Twiyubake project
Confounding and Other Design Challenges
Selection Bias and Confounding: The risk of selection bias and confounding due to unobserved heterogeneity 
across the study arms will be minimized by the random assignment of sectors to study arms. Random 
assignment of sectors prior to program implementation provides the best opportunity to achieve balanced 
arms at the community level, removing the selection bias by sector. There remains the potential for selective 
participation on behalf of the eligible population targeted. Some families, approximately 7-8% as seen in 
Higa Ubeho,12 may decline participation when offered the Full ISVP program or the HES-Only package of 
interventions. However, there is no reason to believe that the rate of refusal or the reasons for refusal will 
vary between the two intervention arms (Full ISVP and HES-Only) because program promotion will center 
on ISLG participation and enrollment will require beneficiaries to join an ISLG. Only after beneficiary 
enrollment will the Full ISVP wrap-around services be offered to beneficiary. Regarding the control 
population, we will not be able to identify the possible 7-8% of the eligible population who would have 
declined participation had they been offered the program because we are not offering them the opportunity 
to enroll. If at baseline the study arms are unbalanced, then we will control for observable factors in the final 
analysis.
12 Personal communication with Global Communities, June 2015.
End Line Data Collection Report for an Impact Evaluation 171
Spillover Effects: Randomization at the sector-level should help to reduce potential spillover effects across 
study arms given the geographic and administrative separation of arms. Many of the system-level 
interventions promoted in the Full ISVP program may implicate the entire sector, for example improvements 
to the health system and referral systems. Each sector has a health center which will benefit from these 
referral system improvements sector-wide and beneficiaries will most often be seeking services within their 
own sectors. There are a few systems that are targeted at the district-level for improvements including 
hospitals and one-stop centers for gender-based violence prevention and mitigation. These district-level 
improvements may be available to survey respondents from any study arm.
Contamination: The effect of other interventions should be small as random allocation minimizes the risk 
of differential coverage of other interventions in intervention and control areas. For example, Global 
Communities under the former project Higa Ubeho, developed a gender equity education curriculum which 
has been adopted for national scale-up by a leading national women’s group. 
 Randomization theoretically should distribute the influence of those activities uniformly across the 
entire study population, assuming the program is homogeneously rolled out. We will monitor other 
interventions through collection of programmatic data from ISVP partners and sector stakeholders. Data at 
the household level will also be collected on participation in ISVP activities as well as in other economic 
strengthening, health and nutrition, agriculture, or education programs/activities in their communities.
Risk of Attrition: The DID with fixed effects strategy requires pre- and post-intervention measures from 
the same beneficiary families. Once enrolled in the program, the expectation is that beneficiaries will receive 
program services for approximately 18 months, representing the typical life cycle of the HES curriculum. 
After completing a cycle, the household will graduate from the program but will ideally remain active in their 
ISLG. A 5-8% dropout rate from HES activities is anticipated given the experience of Higa Ubeho13
. 
Oversampling at baseline will account for this expected dropout. 
Heterogeneity of Impact: Differences in baseline household characteristics such as wealth, family size, and the 
gender and education of the household head, as well as differences between communities, such as HIV 
prevalence, chronic malnutrition rates, or education access, may lead to heterogeneous impacts of the ISVP 
and HES interventions. We will examine the level of heterogeneity of the study sample on the dimensions 
mentioned above and will study whether the relative impact of the Full ISVP and HES-Only interventions 
vary by those characteristics. In particular, we will examine whether the impact varies by household 
consumption, gender, and age of ISLG participant. For individual level outcomes, such as diet diversity, use 
of health services, school attendance, etc., we will examine if program impact varies by the gender of the child 
and/or the gender of the ISLG participant. 
It is important to note that while we know which sectors will be offered the interventions, we have very 
limited information on the characteristics of the study population. This limits our ability to sample based on 
different characteristics of the population. Efforts to measure heterogeneous impacts would require inflating 
the sample to enable appropriate statistical testing, which would have significant implications for the budget 
of the evaluation. Instead, we will collect data on individual and household characteristics which will allow 
13 Ibid.
172 Rwanda’s Improved Services for Vulnerable Populations Project
for the inclusion of interaction terms in our models to look at the differential effects across households, 
sectors, and type of intervention, but will not power the sample size on these effects.
Gender: The caregiver survey and ISLG participant survey will include questions to help us understand 
the decision-making process regarding household expenditures and food consumption within a family vis-à￾vis gender. This will enable us to determine if the relative impact of the Full-ISVP arm (versus the other 
arms) varies by the sex of the child, sex of ISLG participant, and the sex of the household head. The 
caregiver survey, for one randomly selected female caregiver participant per household, will look at 
experience of intimate partner violence (IPV); some economic empowerment programs with women have 
found increased IPV to be a negative unanticipated outcome. The caregiver survey will also include questions 
on household decision-making dynamics within the household.
Risks to the impact evaluation: As with any study, there are risks that may threaten the impact evaluation and the 
credibility of the results. Non-compliance with the program or evaluation design is one potential threat. It is 
important, therefore, that the assignment of the sectors to study arms is done randomly, that the treatment 
status of the study arms is maintained with no change during the duration of the evaluation, and that the 
interventions are implemented according to plan in all arms. The advantage of maintaining these conditions is 
that they provide a more robust evaluation design and high credibility to the evaluation results. 
Failure of the randomization is a potential threat. We propose the DID model to serve as the best means to 
control for selection bias resulting from failed randomization. Balance testing will be done at baseline to 
determine whether the random assignment was successful and to identify variables essential to control for in 
the final impact analysis. We will be sure to include other USAID programs in the area in the balance testing.
Outcome Measures -- Incl. OVC Outcome Monitoring
Evaluation Indicators
The project objective of poverty alleviation with informed economic decision-making leading to improved 
household health and education outcomes can be defined and measured in a number of ways. To answer the 
specific research questions posed by this impact evaluation, a number of primary key outcomes will be 
measured along with secondary outcomes that will provide additional insight into effects of the program 
along the causal pathway. The primary project outcomes cover three substantive areas: economic 
strengthening or resilience, health, and education. 
We propose one key impact evaluation indicator with a corresponding cost-effectiveness measure (the 
additional cost of the ISVP approach for each unit improvement in the outcome) for each of the three areas 
as follows. Study sample size calculations are based on indicators 1 and 2.
1. Economic Strengthening: Percent of households with moderate or severe household hunger – hunger 
scale created by FANTA and used in the USAID/Feed the Future project.14
14 Ballard, Terri; Coates, Jennifer; Swindale, Anne; and Deitchler, Megan. Household Hunger Scale: Indicator Definition and 
Measurement Guide. Washington, DC: Food and Nutrition Technical Assistance II Project, FHI 360. Aug 2011.
End Line Data Collection Report for an Impact Evaluation 173
2. Education: Percent of 13-17 year olds with regular school attendance – binary indicator for no missed 
days during last week of instruction.
3. Health: Percent of children 0-17 whose caregiver knows the child’s HIV status.
Additional secondary outcomes to be collected and analyzed (disaggregated by sex, as applicable) include:
• Household consumption patterns 
o Absolute and proportion of expenditures used for food, education, health services;
o Percent of households with increased savings or productive asset ownership ;
• Economic outcomes – individual 
o Percent of youth reporting new or improved paid employment within the past six months;
• Household decision-making and gender-related attitudes and behaviors
o Percent of female caregivers who report joint, sole or partner-only household decision￾making power for various decisions (e.g. seeking healthcare for children, major household 
purchases, etc.);
o Percent of female caregivers reporting experience of intimate partner violence within the 
previous 12 months;
• Use of health and social services
o Percent of children 0-59 months receiving routine growth monitoring and nutrition services;
o Among children 0-59 months with fever in the last two weeks, percent for whom advice or 
treatment was sought at a health facility/provider;
o Among children 0-59 months with diarrhea in the last two weeks, percent for whom advice 
or treatment was sought at a health facility/provider;
o Percent of children 0-17 for whom caregivers report birth was registered at the sector level;
o Percent of 10-17 year olds reporting having had an HIV test;
o Percent of caregivers reporting having had an HIV test;
o Percent of caregivers reporting use of a modern family planning method;
• Nutrition knowledge and behavior
o Percent of 6-59 months olds who meet minimum dietary diversity – defined as consuming 
from four or more food groups in the past 24 hours;
o Mean score among caregivers on a test of nutrition;
• Youth HIV Knowledge and reproductive health
o Percentage of 10-17 year olds who correctly identify ways of preventing HIV; 
o Percentage of 10-17 year olds reporting using a condom with their partner the last time they 
had sex;
• Early childhood development
o Percent of children 36-59 months old who are attending an early childhood education 
program;
o Percent of children 0-59 months old with whom an adult has engaged in four or more 
activities to promote learning and school readiness in the last 3 days;
• Education
o Percent of school aged children who progressed in school from previous year;
o Percent of school aged children with regular school attendance – binary indicator for no 
missed days during last week of instruction;
o Percent of youth graduating from primary school and returning to secondary school.
174 Rwanda’s Improved Services for Vulnerable Populations Project
OVC Outcome Monitoring
In response to the new PEPFAR outcome monitoring requirements for OVC programs,15 collection of the 
nine Essential Indicators for outcome monitoring will be embedded in the impact evaluation data collection 
tools. See Appendix B for a complete list of these nine indicators. Due to MER reporting deadlines, once 
complete data is available, the evaluation team will process these indicators first and report them to the 
Mission before the baseline report is drafted.
4. Selection of Study Population
4.1 Inclusion Criteria
The population under study is households exclusively in Ubedehe 1 and 2 categories, identified as MVC, by 
the NCC, and OVC that would benefit from participation in ISVP Project interventions. Within each 
selected household we will interview: 1) all eligible caretakers; 2) the primary ISLG member (in the program 
arms), and; 3) one randomly selected 10-17 year old. It is possible the eligible caretakers, ISLG members and 
or the youth may be the same person. Households in the target areas will be chosen through a random 
selection design. 
4.3 Exclusion Criteria
There are no exclusion criteria for the program area – any household on the program beneficiary list as 
of July 2016 can be sampled for the evaluation. For the control area, any households not identified as 
having a child from the MVC list are excluded.
4.3 Sampling Frame and Design
In order to capture accurately program impact we must select samples of sufficient size to achieve the key 
objectives of the study. Sample size estimation for this survey was motivated by the need to detect certain 
potential differences in population values for key indicators between program and control areas at end line. 
The key indicators were:
• Indicator 1: Percent of 13-17 year olds with regular school attendance;
• Indicator 2: Percent of households with moderate or severe hunger.
In Table 1 we indicate the sampling goals for each of these key indicators. For instance, the goal is to be able 
to detect a difference in the population value for indicator 1 of 15.1 percentage points (from 13 percent in the 
control population to 28.1 percent in the full ISVP populations) at follow up. 
15 Collecting PEPFAR MER Essential Survey Indicators: a supplement to the orphans and vulnerable children survey 
tools. MEASURE Evaluation, 2014. 
End Line Data Collection Report for an Impact Evaluation 175
Table 1. Sampling Goals
Study Population
Indicator Full ISVP HES Only Control
Indicator 1 28.1 20 13
Indicator 2 24.9 33.6 43
Assuming power equal to 0.8 and alpha equal to 0.05, to achieve the sampling goals requires a sample of 
around 1,380 households in each domain (Full ISVP, HES Only and control) at end line. Given the 
longitudinal design of the data, having 1,380 households per domain at end line requires some 
accommodation for attrition from baseline to end line. Assuming attrition of around 8 percent, we would 
therefore have to select 1500 households in each domain at baseline. We thus must select an overall sample of 
4500 households at baseline.
Following Fleiss, Levin and Paik (2003)16 we employed the following basic sample size estimator for 
comparison of proportions 𝑝1 and 𝑝2 across two populations (populations 1 and 2):
𝑛1 =
𝑛′
4
∙ [1 + {1 +
2 ∙ (𝑟 + 1)
𝑛′ ∙ 𝑟 ∙ |𝑝1 − 𝑝2
|
}
1/2
]
2
𝑛2 = 𝑟 ∙ 𝑛1
𝑛
′ =
[𝑧1−𝛼
2
⁄
∙ {(𝑟 + 1) ∙ 𝑝̅∙ 𝑞̅}
1
2
⁄ + 𝑧1−𝛽 ∙ (𝑟 ∙ 𝑝1 ∙ 𝑞1 + 𝑝2 ∙ 𝑞2
)
1
2
⁄
]
2
𝑟 ∙ (𝑝1 − 𝑝2
)
2
where
𝑝̅=
(𝑝1 + 𝑟 ∙ 𝑝2
)
(𝑟 + 1)
𝑞̅ = 1 − 𝑝̅
𝑞1 = 1 − 𝑝1
𝑞2 = 1 − 𝑝2
and
𝑍1−𝛼
2
⁄
and 𝑍1−𝛽
are critical values from the standard normal distribution. This is essentially the conventional sample size 
estimator for determining sample sizes 𝑛1 and 𝑛2 (constrained17 so that 𝑛2 = 𝑟 ∙ 𝑛1) sufficient to detect with 
16 Fleiss, J. L., B. Levin, and M. C. Paik. (2003). Statistical Methods for Rates and Proportions. 3rd ed. New York:
Wiley.
17 In other words, 𝑟 defines the ratio of the two sample sizes: 𝑟 = 𝑛2⁄𝑛1
.
176 Rwanda’s Improved Services for Vulnerable Populations Project
power 1 − 𝛽 and 𝛼 significance a difference between samples of 𝑝1 − 𝑝2 for some proportion-based 
indicator. The first of these equations reflects a “continuity correction”.
Other assumptions about key parameters driving this sample size estimate include an anticipated design effect 
(or 2 for indicator 1 and 3 for indicator 2), the number of 13-17 year olds we expect to find per household 
(0.7) and the baseline household non-response rate (0.965050733). Making such key parameter assumptions is 
somewhat challenging in a society such as Rwanda, where fertility levels are in flux. We regard these sampling 
parameter assumptions as conservative ones based on projections off of observed values for them through 
the 2010 Rwanda DHS (e.g. the response rate was actually based on the lowest response rate experienced 
across the three DHS surveys from 2005 to 2010).
Below the sector the administrative units are cells and then villages. We will sample directly from the full list 
of villages across the sectors assigned to each domain (i.e. villages would serve as primary sampling units 
within each domain). The village list will have a size measure (the number of households per village) that 
inform sampling. Selection will then be based on stratification of villages into large and small villages 
according to the number of households in them. In full ISVP and HES-only arms, we will then select all 
beneficiary households in each village based on the ISVP/HES beneficiary lists as of July 2016 for those 
villages. In the control arm, we will sample from the MVC list; we will similarly stratify villages into large and 
small villages according to the number of households and select villages based on this; we will verify/update 
the MVC list for each selected control village with local village leaders. We will then interview all original 
MVC list households located; and take a random sample from the additional households identified by village 
leaders as being Ubedehe level 1 or 2. Within each selected household in all three arms we will interview: 1) 
all eligible caretakers; 2) the primary ISLG members in the program arms; and, 2) a randomly selected 10-17 
year old.
4.4 Randomization
Our study area was parsed into different domains. This was accomplished via randomization. Specifically, a 
draw from the uniform distribution was made for each of the 99 sectors in the study area. They were then 
assigned to domains/study arms per their rank according to their draw from the uniform distribution. For 
each domain, the final number of assigned sectors was: 
1. Full ISVP program (23 sectors) 
2. HES-Only activities (22 sectors) 
3. Controls (24 sectors)
The remaining 30 sectors are available to ISVP for additional programming in future years. See Appendix A 
for the list of sectors and study arm assignments.
5. Study Procedures
5.1 Procedures at Enrollment
Data will be collected through in-person interviews with participant responses recorded on hand-held 
computer tablets. Data collectors will be trained on how to administer the surveys as well as on human 
subjects’ protection. 
End Line Data Collection Report for an Impact Evaluation 177
5.2 Follow-Up
Households surveyed at baseline will be surveyed again at endline in 2018. The same survey modules 
will be administered at endline.
5.3 Measurement of Exposures and Confounders through Survey Instruments
Four key questionnaires will be used for the household and individual data collection. The survey and 
consent forms were created in English and translated into Kinyarwanda. The questionnaires and what they 
information they collect is as follows:
Household Questionnaire: To be administered to the primary caregiver, with assistance from others in 
household as needed, at time of interview. It is designed to capture demographic and socio-economic 
characteristics of the household, including the household roster, household consumption, savings and 
loans, housing characteristics, information on household member participation in social or development 
programs. 
Caregiver Questionnaire: To be administered to the primary caregivers of children/youth under 18 years of 
age. Tool is designed to record demographic characteristics of the caregiver, health status of caregiver, 
household decision-making and own use of services. Additional questions about the caregiver’s children 
include health and well-being of children <10 years including education, recent illness, disabilities, early 
childhood development, psychosocial well-being, and food consumption. For female caregivers, the tool 
also covers experience of intimate partner violence.
Youth Questionnaire: To be administered to children/youth ages 10-17. Tool collects individual 
information on education, employment, chores, disabilities, psychosocial well-being, sexual and 
reproductive knowledge, and use of services. 
ISLG Questionnaire: To be administered to the main household member participating in a local savings 
and lending group. Tool covers group participation.
5.4 Measurement of Outcomes
Please see section 3.6 for the outcomes to be measured. 
5.5 Sample Size
To achieve the sampling goals stated in section 4.3 requires a sample of around 1,380 households in each 
domain (Full ISVP, HES Only and control) at end line. Given the longitudinal design of the data, having 
1,380 households per domain at end line requires some accommodation for attrition from baseline to end 
line. Assuming attrition of around 8 percent, we would therefore have to select 1500 households in each 
domain at baseline, for a total sample size of 4500 households at baseline.
5.6 Data Management and Security
Data collection for the quantitative component will be done through the use of Windows-based tablets 
equipped with CSPro software. There will be 9 supervisors who will supervise teams of 6 enumerators18
.
178 Rwanda’s Improved Services for Vulnerable Populations Project
Enumerators will enter interview data directly into the tablets. Supervisors will check each interview for 
completeness and consistency. 
The tablets will be password protected, and the hard drives will be encrypted. At the end of each data 
collection day, supervisors will back up the data on each enumerator’s tablet by making a copy on the tablet 
itself, and they will also regularly transfer the backups from the enumerator tablet directly to UNC and 
National University of Rwanda/School of Public Health via secure FTP and in keeping with UNC and local 
IRB data security requirements. 
The de-identified survey data will be stored on a secure server at UNC. Identifiers will be in a separate file 
linkable only to the survey data through a study-assigned household ID #; this file with identifiers will be 
housed on a secure server at the National University of Rwanda. To ensure data protection and 
confidentiality across the study, all partners will sign a data use agreement and will have committed to using 
reasonable data protection measures, as outlined in the agreement, to protect the data. When data collection is 
complete, tablets will be returned to MEASURE Evaluation, checked for completeness of data delivery, and 
cleared of all survey data.
5.7 Proposed Analysis and Dissemination
Analysis of the data will be completed using quantitative methods. Quantitative methods will be used to 
compare data on key outcome indicators in the full ISVP Project intervention areas to that in the HES-Only 
intervention areas and to Control areas. The data collected will act as the baseline in order to measure the rate 
of change in the key outcome indicators at the end of the ISVP Project. More details on baseline analysis are
as follows:
1. Before data collection begins, a final questionnaire is developed. A computer assisted personal 
interviews (CAPI) data inputting program for tablets is then developed. The purpose of this program 
is to serve as a platform for inputting the answer to questions provided by survey respondents, and 
to create a data frame that will rapidly generate data sets well aligned around the likely general 
analysis requirements for the survey.
2. Before fieldwork can begin, data collection staff are recruited and trained. This is an involved process 
the purpose of which is to insure the thorough collection of accurate information from respondents, 
but for present purposes (the analysis plan) is to insure that, where necessary, interviewers 
understand the analytical purpose of the instruments the will collect (i.e. the “big picture” from the 
analysis standpoint). This will help to insure there are not interpretational issues at the point of 
interview in terms of the indicators to be collected.
3. During the data collection process, a tabulation plan will be developed for the baseline report. As 
tables designs are finalized, programming will begin to generate the tables once data is ready for 
analysis. This programming will be conducted in STATA. The purpose of the programs will to be to 
create a framework of programs that can rapidly and automatically generate the tables and for which 
changes (e.g. changes to the standardized categories for a background characteristic such as 
education) can be rapidly and easily implemented across tables. A program based approach insures 
much higher table accuracy (compared with cell by cell entry) and allows for much more rapid 
adjustment to changes (by way of regeneration of tables reflecting those new changes). 
4. Before data collection is complete, data quality reports will come in from the field on a regular basis. 
The timeliness (i.e. near instantaneous) flow of quality information for the data being collected is a 
major benefit of tablet based CAPI. Since the CAPI data inputting program will be a system control 
End Line Data Collection Report for an Impact Evaluation 179
type program, it will not allow for failure to enter information for any instrument subject to answer 
(i.e. the valid skip process). Moreover, it should catch inconsistent answers across comparable 
instruments. The focus of data quality analysis will be insuring plausible patterns for answers, 
examination of evidence of heaping (as in to avoid valid skips), differential patterns across teams and 
interviewers, etc. The field reports will also form the basis for key sampling information for weight 
calculation, which the data processing team will develop in partnership with the sampler.
5. Once data collection is complete final auditing and editing is conducted. 
6. The data is then handed over to the sampler. The sampler will calculate probability weights and 
standardized wealth/expenditures/socioeconomic status measures (i.e. wealth measures to be used 
for tabulation analysis toward formal reports, to insure consistency of measures of 
wealth/expenditures/socioeconomic status across the tables of the formal tabulation plan for 
baseline reporting.
7. Once the sampling work is done an analysis sample is ready. This will involve running tabulation 
programs, inspection of tables, and possible further programming and re-running as interesting 
patterns and results become apparent.
8. Once the initial phase of tabulation is done, draft tables will be reviewed by key stakeholders. Their 
feedback and recommendations will inform further reprogramming and regeneration of tables.
9. Once a final set of tables is complete, writing of a baseline report can commence around those tables.
Dissemination of the baseline results are planned for August/September 2017. A dissemination webinar will 
be held and attended by USAID/Rwanda, ISVP partners, and other invited stakeholders. Presentations by 
MEASURE Evaluation and National University of Rwanda will include an overview of the IE protocol and 
baseline results, followed by discussion of how the results can be used to inform project planning. An in￾person dissemination meeting is anticipated following completion of the full study in 2018.
6. Ethical Considerations
6.1 Confidentiality
The study will need to obtain informed consent from all participants. Special population considerations will
be necessary for adolescents – parental/caretaker consent will be required in addition to the consent of the 
adolescent him/herself – and for female caregivers (for administration of the questions on intimate partner 
violence (IPV)). For the latter, the team will follow the World Health Organization (2001) ethical and safety 
recommendations for research on IPV. Precautions include:
• Names of respondents are not disclosed and are excluded from all data sets.
• Instruction is built into the survey module requiring the interviewer to continue the interview only if 
privacy is confirmed. If privacy cannot be obtained, the interviewer must skip the IPV module and 
explain in tablet what happened.
• At the start of the IPV module, the respondent is read a statement to inform her that the following 
set of questions are personal and will explore different facets of a woman’s life. The statement also 
assures that her answers are confidential and will not be shared beyond the study team. This 
statement is in addition to the informed consent already obtained at the start of the interview.
• Special training is provided for interviewers and supervisors to sensitize them to issues surrounding 
IPV and to the specific concerns regarding collection of data on violence. 
180 Rwanda’s Improved Services for Vulnerable Populations Project
• Only one eligible female caregiver in each selected household is to be administered the IPV module 
questions. In households with more than one woman eligible for the caregiver survey, the woman 
administered the module will be randomly selected by the tablet. Interviewing only one woman per 
household for IPV questions minimizes possible security breaches due to other household members 
knowing that information on IPV was shared.
• Information on local organizations that provide services/referrals related to IPV is given to any 
respondent who asks the interviewer for help.
Also, no information on HIV status will be available to the study team – for example, the beneficiary list from 
ISVP will not have information about HIV status and the surveys will not ask participants to report their HIV 
status.
6.2. Informed Consent
The study will need to obtain informed consent from all participants.
6.3 Ethical Approval
Human subject review of the complete study protocol and data collection instruments from the Rwanda 
National Ethics Committee (RNEC) and UNC-Chapel Hill Institutional Review Board will be obtained prior 
to data collection. In addition, the team will obtain a survey visa from the National Institute of Statistics 
Rwanda (NISR).
7. Logistics 
7.1 Distribution of Responsibility
The evaluation, including data collection and analysis, will be conducted by MEASURE Evaluation and the 
the National University of Rwanda, College of Medicine and Health Sciences, School of Public Health (NUR￾CMHS/SPH). The Evaluation Team includes national and international development specialists from 
MEASURE Evaluation and NUR/CMHS/SPH who have substantial knowledge and experience in (1) 
evaluation design and implementation, (2) HIV program implementation, including PLHA and OVC 
programs, and M&E, (3) quantitative methodologies; (4) data analysis and use; and (5) detailed knowledge of 
Rwanda’s public health sector, PLHAs, OVC, HIV/AIDS, FP and SRH, ECD program implementation, 
relevant governmental and non-governmental institutions. Key personnel for this study include the overall 
study principal investigator and activity lead, the local principal investigator (from UR-CMHS/SPH), an OVC 
M&E advisor, a senior evaluation advisor and a sampling specialist. 
USAID/Rwanda staff will provide feedback on the evaluation design to ensure that the information they 
need for future planning and implementation of PLHA, OVC and other vulnerable populations programs will 
be produced. Implementing Partners such as Global Communities and the RPOs will be consulted to 
inform the evaluation design in terms of how the full package of ISVP services and HES services are scaled￾up.
National counterparts such as the MOH and MIGEPROF will be consulted to gain a greater understanding 
of the context of PLHAs, OVC and programs aimed at other vulnerable populations in Rwanda. 
End Line Data Collection Report for an Impact Evaluation 181
7.2 Staffing plan and bios
Name Role/Title Technical/Managerial Focus
National University of Rwanda-based Advisors
Sabine F. Musange Lecturer; Health Policy, economics and 
Management Department 
Local Principal Investigator and 
Activity Lead
Vedaste 
Ndahindwa 
Lecturer; Epidemiology and Biostatistics 
Department
Co-Investigator, Sampling strategy, 
data management and quality
Ina R. Kalisa Lecturer; Health Policy, economics and 
Management Department
Co-investigator, Data consolidation 
and Reporting
Albert Ndagijjimana Assistant Lecturer; Epidemiology and 
Biostatistics Department 
Co-Investigator, Field coordinator
MEASURE Evaluation-based Advisors
Jessica Fehringer Gender Portfolio Manager Principal Investigator and Activity 
Lead
Lisa Parker OVC M&E Technical Advisor Co-Principal Investigator, OVC
Specialist
Gustavo Angeles Senior Technical Advisor for Evaluation Advisor for Evaluation Design, Cash 
Transfer
Gabriela Escudero Research Associate Management
Peter Lance Statistician Sampling design and data analysis
Aimee Benson Programmer Tablet programming and data 
management
Lisa Marie Albert Graduate Research Assistance (GRA) Assist in all areas of the IE
Stacie Gobin Health Economist Lead for cost-effectiveness 
component
TBD Data Analyst Data analysis and report writing
National University of Rwanda-based Advisors
Sabine F. Musange, MD, MSc is a Lecturer at the University of Rwanda-School of Public Health. She is the 
principal investigator and the project focal point on behalf of the Rwandan evaluation team. Her 
responsibilities for this project include overall coordination of in-country evaluation activities. Her research 
interest areas include operational research, program evaluations in maternal and child health, health policy and 
financing. For the past 9 years, she has been teaching at the School of Public Health and working closely with 
182 Rwanda’s Improved Services for Vulnerable Populations Project
the Ministry of Health and different development partners in developing, implementing and evaluating health 
interventions/ programs in Rwanda. Dr Musange obtained her Medical Degree from the School of Medicine 
at the University of Rwanda, and her Masters in Sciences in International Health Policy and Management at the 
Heller School for Social Policy and Management from Brandeis University. She is currently doing her PhD in 
Global Health-Implementation Sciences at the University of Washington.
Vedaste Ndahindwa, MD, MSc is a Lecturer at the University of Rwanda, College of Medicine and Health 
Sciences, School of Public Health. With 9 years’ experience as a public health specialist, he has strong interest 
in Biostatistics, Epidemiology, Nutrition, Clinical Research, Evaluations, Demography and GIS. He has been 
the Director of Medical Research Unit and the Coordinator of the National Health Research Committee in the 
Medical Research Center Division (RBC) for one year and a half. He has worked on several research projects 
and he has a good experience in study design and protocol development. Recently, he was part of the SPH and 
WB team that evaluated the impact of financial incentives to CHWs on health outcomes, where the 
cooperatives were part of the assessment. Dr Vedaste holds a degree in Medicine from the University of 
Rwanda and a Master’s degree in Biostatistics from Catholic University of Louvain, Belgium. Dr Vedaste has 
expertise in data management and data analysis using many statistical packages and software. In this evaluation, 
Dr Vedaste will be involved in study design, methods, design and piloting of survey tools and data management, 
quality and analysis.
Kalisa R. Ina, MD, Msc, is one of the University of Rwanda’s research team members for the Impact 
Evaluation of the ISVP project in Rwanda. Her main responsibilities for this work include data consolidation 
and reporting. She is a medical doctor with a Master in Health Policy and Management from the Universite 
Libre de Bruxelles School of Public Health. She has gained teaching and research experience working since 
2006 with the School of Public Health-College of Medicine and Health Sciences at the University of Rwanda
as a faculty member and researcher. Over the course of that time, the scope of her work has transitioned from 
junior to middle-level academic staff and from serving as co-investigator on small research project or 
consultancies to directing large research project focusing mainly on health financing and policy (sector wide 
approach, community-based health insurance and performance based financing). Her most recent large 
research project as a Co-PI is the Impact Evaluation of the Community Performance Based Financing in 
Rwanda. 
Ndagijimana Albert, MPH, MSc is an Assistant Lecturer at the University of Rwanda, College of Medicine 
and Health Sciences, School of Public Health. He will principally be in charge of coordinating fieldwork 
activities. At the University of Rwanda, College of Medicine and Health Sciences School of Public Health, he 
is involved in different activities: teaching (strategic problem solving, leadership, governance and management 
of health services, public health emergencies and disasters, introduction to one health, etc), research and 
community activities since 2013. He participates in capacity building workshop for other institutions especially 
in facilitating workshops on research and publications. 
Albert’s areas of interest include maternal and child health, HIV prevention, disaster management and one 
health approach research. He is also involved in different activities for the past two years including community 
services, where he is involved in strengthening resilient capacities of people from floods and landslides prone 
area as well as DRC refugees about the effects of these disasters. He is also expert in conducting program 
evaluation (operations research) such Imbuto Foundation Adolescent sexual and reproductive health program, 
Rwanda family planning and reproductive health commodities and services assessment. He is good at designing 
and implementing impact evaluations. He has a strong experience in coordinating field works as he is familiar 
to the whole country relief and health services infrastructures. He has a good record in publications for the only 
two years in academia, with four scientific papers.
End Line Data Collection Report for an Impact Evaluation 183
Albert is expert in monitoring and evaluation of health programs with a long experience in a district hospital 
for six years. He speaks English, French and Kinyarwanda.
MEASURE Evaluation-based Advisors
Jessica A. Fehringer, PhD, MHS, is the MEASURE Evaluation activity lead and principal investigator for 
the Rwanda evaluation. Her responsibilities for this work include overall development and implementation of 
the evaluation design, collaboration with the local research partner, and coordination with USAID/Rwanda 
and the ISVP activity. Dr. Fehringer is responsible for oversight of gender-related research activities as well as 
for leading several evaluation and research projects in S. Asia and sub-Saharan Africa. She has a PhD from 
Johns Hopkins University School of Public Health in Population, Family, and Reproductive Health and a 
master’s in health sciences in International Health, with a focus on Social and Behavioral Interventions, from 
the Johns Hopkins University School of Public Health. She has worked in international public health, with a 
focus on the empowerment of marginalized groups, for over 15 years. She has designed and carried out 
qualitative and quantitative research and evaluation in South and Southeast Asia, South America, and sub￾Saharan Africa on a number empowerment and health topics, including the influence of relationship power 
dynamics on HIV prevention and treatment and gender-based violence. She most recently designed and 
implemented the baseline for a quasi-experimental mixed methods evaluation examining the MNCH/FP and 
health service impacts of integrating gender and social inclusion into capacity building with local health facility 
committees in Nepal; and acted as gender advisor and qualitative lead for the design and baseline survey 
implementation of a mixed methods quasi-experimental evaluation examining the gender dimensions of 
impacts of ground nut value chain interventions in Zambia.
Lisa Parker, PhD is the OVC Specialist for the Rwanda evaluation. In this role her responsibilities include 
development of the evaluation design with particular expertise contributing to choice of key indicators, choice 
of survey populations, and survey tool design. She has more than 15 years of experience working in the fields 
of public health, monitoring and evaluation (M&E), and international development with a focus on 
HIV/AIDS, sexual and reproductive health, household economic strengthening, and vulnerable children. Dr. 
Parker’s doctoral dissertation aimed to help develop and evaluate a pilot Positive Prevention program for 
Youth Living with HIV/AIDS ages 15-24 in the Democratic Republic of the Congo. Dr. Parker has 
experience in both quantitative and qualitative research as well as social and behavioral intervention 
development, adaptation, implementation, and evaluation primarily in sub-Saharan Africa. Currently a 
Monitoring and Evaluation Technical Advisor at MEASURE Evaluation/Futures Group she oversees a large
portfolio of OVC M&E capacity-building programs in Nigeria and Cameroon. In this role she is responsible 
for providing technical support to stakeholders to develop M&E systems, guidelines for host country OVC 
programs, and aids in the collection and use of OVC data and information. She contributed to the 
development of the MEASURE Evaluation Child, Caregiver, and Household Well-being Survey Tools and 
the Collecting PEPFAR Monitoring, Evaluation and Reporting (MER) Essential Survey Indicators: A 
Supplement to the OVC Survey Tool Kit, and led the pilot of the survey tools in Nigeria. She is also 
responsible for designing operations research and evaluation studies, including acting as Principal Investigator 
for the HIVCore qualitative retrospective evaluation of a community savings group intervention for OVC in 
Haiti. Dr. Parker provides technical support to the child protection and M&E teams within the Health Policy 
Project in Haiti. She has extensive experience living, working, and conducting research in Sub-Saharan Africa 
including in Burkina Faso, Cameroon, Cote d’Ivoire, The DRC, Malawi, Niger, Nigeria, and South Africa. 
Lisa is fluent in both English and French.
184 Rwanda’s Improved Services for Vulnerable Populations Project
Gustavo Angeles, PhD is the Senior Evaluation Advisor for the Rwanda evaluation. His responsibilities for 
this work include development of the evaluation design with particular expertise contributing to RCT rigor, 
sampling strategies, and cost-effectiveness considerations. He is a health economist and faculty member of 
UNC’s Gillings School of Public Health, and a Fellow at the Carolina Population Center. He has over 20 
years of experience on evaluation of health and social development programs in Latin America, Africa and 
Asia and is currently Senior Evaluation Advisor of MEASURE Evaluation where he leads the impact 
evaluation of USAID/Guatemala Western Highland Integrated Program, and co-leads impact evaluations of 
two health programs in Bangladesh. He also participates as instructor on a number of training and capacity 
building activities on impact evaluation conducted in Mexico, South Africa, India, and Nepal. With UNICEF 
and 3ie funding, he is currently co-investigator for the impact evaluations of Malawi’s Social Cash Transfer 
Program and Zimbabwe’s Harmonized Social Cash Transfer Program. Also, in Malawi, Dr. Angeles co-leads 
the USAID-funded impact evaluation of the Feed the Future’s Integrated Nutrition and Value Chain (INVC) 
program. He has ample expertise in social cash transfer programs from his current work in Malawi and 
Zimbabwe, and the mid-term evaluation of Mexico’s PROGRESA/Oportunidades program he led as Executive 
Director of the Center for Evaluation Research and Survey in Mexico’s National Institute of Public Health 
(INSP) in 2010-2011. Dr. Angeles worked on impact evaluations of Mexico’s Secretary of Social 
Development cash transfers to the elderly and childcare support to poor working mothers programs, both 
with 3ie funding. He served as Deputy Director of MEASURE Evaluation (2000-2010), providing strategic 
and technical advice to USAID on evaluation and capacity building. In that role, he was technical lead of 
health program evaluations in Bangladesh, Tanzania, Indonesia, Nicaragua, Paraguay, Mexico, Ecuador, and 
Peru. Additional research includes measurement and estimation methods for impact evaluations of health 
programs.
Gabriela Escudero, MPH is a Research Associate providing technical support for the Rwanda evaluation. 
Her primary responsibilities for this work include protocol development including literature reviews and 
program document reviews to assure that design decisions are informed by recent research and activities 
proposed; budget development; logistics planning and any subcontracting solicitation processes. Gabriela 
Escudero has worked in the field of public health for 20 years in more than a dozen countries, most recently 
as a research associate under the MEASURE Evaluation Phase III project providing technical assistance in 
monitoring and evaluation to the Bangladesh Ministry of Health and Family Welfare’s Health, Population and 
Nutrition Sector-wide Development Program. Ms. Escudero has supported personnel from Ministries of 
Health, USAID, and NGOs in multiple countries in Central America, Africa, and South East Asia to develop 
monitoring and evaluation plans, implement evaluation activities related to reproductive health and 
HIV/AIDS, and coordinated health survey planning, data collection and analysis. Ms. Escudero is fluent in 
English, French, Portuguese, and Spanish. 
Peter M. Lance, PhD is an economist. He will be responsible for calculating final sample sizes required to 
meet power requirements for the evaluation design, drawing of the sample, calculation of sampling weights, 
and baseline survey data analysis. Dr. Lance earned his PhD in Economics from the University of North 
Carolina at Chapel Hill with a focus on health, econometrics and economic development. Since earning his 
PhD, Dr. Lance’s work has focused on program impact evaluation, modelling of health behaviors and 
outcomes and survey sampling. He has served as a sampling expert and analyst at all phases of many surveys. 
His work has involved China, India, Thailand, Bangladesh, Nigeria, Senegal, Kenya and Indonesia.
Stacie Gobin, MPH. Stacie Gobin is a health economist with particular expertise in cost-effectiveness 
analysis and behavioral economic modeling within public health. She will lead the CEA portion of the 
evaluation. She has experience in conducting various applied economic evaluations including cost-
End Line Data Collection Report for an Impact Evaluation 185
effectiveness analyses of interventions in low- and middle-income countries. Stacie previously served as the 
lead health economist for the Pan-African Malaria Vector Research Consortium and the London School of 
Tropical Medicine's Department of Disease Control in Tanzania. She has additional experience working on 
the USAID TRAction and ASSIST projects and in management consulting.
Aimee Benson, will lead tablet programming and all data management processes for the tablets during the 
design and baseline phases. Aimee M. Benson is a data processing specialist with over 15 years' experience in 
developing both PAPI and CAPI data capture systems and training and supporting field personnel in their 
use. She has led capacity building workshops in data management and analysis. She has worked in US and 
international contexts, including Malawi, China, Bangladesh, the Caribbean, Zambia, India, Nigeria, Kenya 
and Senegal. Ms. Benson holds a Master's degree in Experimental Psychology from Duke University.
Lisa Marie Albert, MS (NCSU), MPH (UNC), is a PhD Candidate in Epidemiology at University of North 
Carolina and a MEASURE Evaluation Fellow. Her research interests are in HIV prevention, orphans and 
vulnerable children and reproductive health. Prior to starting at UNC, she worked in South Africa as 
Monitoring and Evaluation Manager for HPTN 068, a clinical trial studying the effects of cash transfer for 
the prevention of HIV in young women. With over 14 years of SAS programming experience, Lisa has 
provided analysis for various global health research projects funded by NIH, USAID, UNICEF and CDC. 
Lisa dovetails her research interests with documentary photography and innovative research methods such as 
Photovoice, enabling vulnerable individuals and communities to voice their stories through imagery and
video. She hopes that her research will contribute to the prevention of HIV and that her documentary work 
will provide an advocacy platform for human rights issues.
MEASURE Evaluation is a MEASURE project funded by the U.S. Agency for International Development (USAID) under the terms of Leader with 
Associates Cooperative Agreement GHA-A-00-08-00003-00. Views expressed in this report do not necessarily reflect the views of USAID or the U.S. 
government.
Initial Data Collection Report for an Impact Evaluation 186
7.2. Timeline for Baseline; updated May 9, 2017*
Tasks/Timeline 2017
Ja Fe Ma Ap Ma Ju Jl Au Se Oc No De
Survey 1 Implementation
Finalize government approvals
Finalize instruments, consent, and
data collection plan
Edit programs and re-test tablets
Pre-test survey instruments (UR/SPH)
HH Listing
Refresher training for data collectors
Trip: Train and Data Collection
Collect data 
Process tablet data, clean, add 
weights
Data analysis
Draft baseline report 
Review by stakeholders and revise
Dissemination webinar
Monitoring: routine review of project
expenditures Quarterly update discussions with ISVP Program
*Pending confirmation from data analysts
End Line Data Collection Report for an Impact Evaluation 187
8. References
Ballard, Terri; Coates, Jennifer; Swindale, Anne; and Deitchler, Megan. Household Hunger Scale: 
Indicator Definition and Measurement Guide. Washington, DC: Food and Nutrition Technical 
Assistance II Project, FHI 360. August 2011.
Chaffin, Josh and Ellis, Cali Mortenson. Outcomes for children from household economic strengthening interventions: 
a research synthesis. Save the Children, June 2015.
Gash, Megan and Odell, Kathleen. The Evidence-Based Story of Savings Groups: A Synthesis of Seven Randomized 
Control Trials. The SEEP Network, September 2013. Available at: www.seepnetwork.org.
Global Communities. Annual Work Plan: Improved Services for Vulnerable Populations Program, COP 14/15. 
April 2015.
National Institute of Statistics of Rwanda (NISR), Ministry of Finance and Economic Planning 
(MINECOFIN). Rwanda Fourth Population and Housing Census-2012. August 2012.
National Institute of Statistics of Rwanda. The Evolution of Poverty in Rwanda from 2000 to 2001: 
Results from the household surveys (EICV). February 2012.
National Institute of Statistics of Rwanda (NISR), Ministry of Finance and Economic Planning 
(MINECOFIN). Rwanda Fourth Population and Housing Census-2012. Thematic Report: Education characteristics 
of the population. January 2014.
National Institute of Statistics of Rwanda (NISR) [Rwanda], Ministry of Health (MOH) [Rwanda], and
ICF International. Rwanda Demographic and Health Survey 2010. Calverton, Maryland, USA: NISR, MOH, 
and ICF International. 2012.
Republic of Rwanda. Community-led Ubudehe categorization kicks off. Mar 2015. See: 
http://www.gov.rw/news_detail/?tx_ttnews[tt_news]=1054&cHash=a315a8b0054e76f9c699f05ce24d3eb8
World Health Organization (WHO) . Putting Women First: Ethical and Safety Recommendations for 
Research on Domestic Violence Against Women. WHO: Geneva, 2001. Found online at: 
http://www.who.int/gender/violence/womenfirtseng.pdf
188 Rwanda’s Improved Services for Vulnerable Populations Project
9. Appendices 
Appendix A - Study Sectors and Assignments (Confidential)
End Line Data Collection Report for an Impact Evaluation 189
Appendix B - PEPFAR Essential Indicators – Outcome Monitoring for OVC Programs
Source: Collecting PEPFAR MER Essential Survey Indicators: a supplement to the orphans and 
vulnerable children survey tools. MEASURE Evaluation, 2014. 
Available at: http://www.cpc.unc.edu/measure/publications/ms-14-90
190 Rwanda’s Improved Services for Vulnerable Populations Project
APPENDIX E. DISCLOSURES OF CONFLICTS OF INTEREST
End Line Data Collection Report for an Impact Evaluation 191
192 Rwanda’s Improved Services for Vulnerable Populations Project
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194 Rwanda’s Improved Services for Vulnerable Populations Project
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196 Rwanda’s Improved Services for Vulnerable Populations Project
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198 Rwanda’s Improved Services for Vulnerable Populations Project
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200 Rwanda’s Improved Services for Vulnerable Populations Project
End Line Data Collection Report for an Impact Evaluation 201
202 Rwanda’s Improved Services for Vulnerable Populations Project
APPENDIX F. DATA COLLECTION TOOLS 
KII with Community Leaders
Twiyubake Evaluation: Key Informant Interview Discussion Guide for Community Leaders
IRB #: 
Document Version Date: 9/27/2019
Thank you for agreeing to participate in this interview.
Date of Interview: __________________ Start Time: ____________ AM PM
Name of Interviewer: _________________________________________________________
Respondent Code # __________________
Sex:Male Female 
Highest Grade Completed: ________________________
Marital Status: Married Divorced/Separated Widowed Never married 
Occupation: ______________________________________
Community Name: ______________________________________
Name of District: 
Name of Cell:
Name of Village: 
Section 1 – Community Characteristics
I’d like to begin by learning about the community you live in.
1. Please tell me about your community.
Probes:
a. Is it large? Small? Close to or in an urban area?
b. What resources are in your community (i.e. schools, market, health centers)?
c. Who lives here? (e.g., high % older persons, mostly farmers, etc.)
2. What is your role in the community?
End Line Data Collection Report for an Impact Evaluation 203
Section 2 –Community Events/Changes
I’m interested in learning more about any changes that may have occurred in your community over 
the last 12 months. I am particularly interested in changes that may have affected the economic, health
and social welfare of households with orphans and vulnerable children in our community as well as 
the way these households seek and receive care.
3. Please describe any changes you have seen in the last 12 months in the health of orphans and 
vulnerable children in your community. To what do you attribute any changes?
4. Please describe any new health, economic, or social welfare programs/initiatives in your 
community that might impact households with orphans and vulnerable children over the last 
12 months?
Probe:
a. Health-related? Economic development activities? (for example, savings and loan 
groups, financial education activities, etc.) Programs for orphans and vulnerable 
children? Education and outreach? Gender-related activities? Other?
b. Describe what the programs do and who they work with.
5. In your opinion, what has been the impact of these programs on the health and welfare of 
households with orphans and vulnerable children in your community?
6. What types of natural or environmental changes have taken place in the last 12 months?
a. Droughts? Flooding? Widespread illness?
b. In your opinion, how have these environmental changes affected the health and 
welfare of orphans and vulnerable children in your community, if at all?
7. What types of structural changes have taken place in your community over the last 12 
months?
Probes:
a. Major changes to roads, frequency of buses, bridges, and/or other infrastructure?
b. Changes in community resources? 
i. (note for interviewer: for example, new training for health staff; new school, 
etc.)
c. Changes in who lives here?
i. (note for interviewer: for example, influx of displaced persons into the 
community post-conflict or large number of men leaving to work in another 
country)
d. In your opinion, how have these structural changes affected the health and welfare of
orphans and vulnerable children in your community, if at all?
8. Please describe any other changes that might have affected the health and welfare of orphans 
and vulnerable children in your community in the last 12 months.
Section 3 – Experience with Twiyubake
Now I would like to hear about your community’s experience with Twiyubake.
9. What have you heard about Twiyubake, if anything?
204 Rwanda’s Improved Services for Vulnerable Populations Project
10. What do community members think of Twiyubake?
a. What do the like about the project?
b. What do they dislike?
11. Do you know any beneficiaries of Twiyubake?
(If No, skip to end.)
12. Thinking of these households, what changes, if any, have you observed over the past 12 
months? 
Those are all of the questions that I have for our discussion today. Do you have anything else that you 
would like to add to the discussion?
Thank you for your time and participation.
Do you have any questions about what we have covered today?
End Line Data Collection Report for an Impact Evaluation 205
KII with Community Leaders Kinyarwanda Translation
206 Rwanda’s Improved Services for Vulnerable Populations Project
End Line Data Collection Report for an Impact Evaluation 207
208 Rwanda’s Improved Services for Vulnerable Populations Project
KII with ISVP Staff
Twiyubake Evaluation: Key Informant Interview Discussion Guide for Local Implementing Staff 
IRB Study #
Document Version Date: 5/21/2018
Thank you for agreeing to participate in this interview. 
Date of Interview: __________________ Start Time: ____________ AM PM
Name of Interviewer: _________________________________________________________
Respondent Code # __________________
Sex: MaleFemale 
Organization: ______________________________________
Job title: ______________________________________
Length of time in current position: ________________________
Section 1 – Background 
First, I would like to learn about the work that you have been doing with Twiyubake.
1. Please describe the work you have been carrying out under this program. 
Probes: Related to HIV? Gender-based violence? ISLGs? Early childhood education? Etc.
Section 2 – Program
Now I have some questions about the program implementation and perceived effects.
2. Please describe any major changes to the program approaches over the past 12 months.
3. How has the community responded to the program?
4. In your experience, what have the major successes of the program been?
5. What have the major challenges been?
6. What, if anything, would you suggest doing differently in the future?
7. What have been the overall positive effects of/changes due to the program for beneficiary 
households, if any?
a. What evidence is there of this/these effect(s)/change(s)?
8. What have been the overall negative effects of/changes due to the program for beneficiary 
households, if any?
End Line Data Collection Report for an Impact Evaluation 209
a. What evidence is there of this/these effect(s)/change(s)?
Section 3 – Other programs
Finally, I would like to learn about any other initiatives or contextual factors you know of in Full ISVP or 
HES-only areas that could have affected beneficiary knowledge, attitudes and behaviors around health, 
economic development, and education.
9. Please describe any other program area initiatives that address health, education, or 
economic development of households with orphans and vulnerable children.
10. In the past 12 months, have there been any infrastructure projects in program areas, such as 
new or improved roads, or other construction? If yes, please describe. 
11. Have there been any natural disasters or climate issues in the past 12 months? If yes, please 
describe. 
12. Have there been any changes access to finance or credit in this area in the past 12 months? 
If yes, please describe.
13. Have program areas experienced any other changes in the past 12 months that have 
affected education, health, and/or economic status?
These are the only questions that I have for you today. Is there anything else you would like to tell me? 
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Do you have any questions for me?
Thank you very much for your time and for speaking with me about your work on the intervention.
End Time: ______________ AM PM 
KII with ISVP Staff Kinyarwanda Translation
210 Rwanda’s Improved Services for Vulnerable Populations Project
End Line Data Collection Report for an Impact Evaluation 211
Caregiver Survey
Respondent: Main Caregiver
Table of Contents
MODULE A. HOUSEHOLD IDENTIFICATION SHEET............................................................................................. 212
MODULE C: BACKGROUND INFORMATION ON CAREGIVER & HOUSEHOLD.................................................. 213
SECTION D2. HIV/AIDS TEST RESULTS......................................................................................................... 217
SECTION D3. NUTRITION KNOWLEDGE ...................................................................................................... 217
MODULE E: HOUSEHOLD QUESTIONS ................................................................................................................ 219
SECTION E1. EXPENSES ............................................................................................................................... 219
SECTION E2. FOOD SECURITY (FANTA, FTF Hunger Scale).......................................................................... 220
SECTION E3. GENDER ROLES AND DECISION-MAKING POWER.................................................................. 221
SECTION E4. CHILD PROTECTION................................................................................................................ 225
SECTION E5. ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT................................ 225
MODULE F: CHILDREN QUESTIONS .................................................................................................................... 231
SECTION F1. CHILD HEALTH & PROTECTION.............................................................................................. 231
SECTION F2. EARLY CHILDHOOD DEVELOPMENT ....................................................................................... 239
SECTION F3. FOOD CONSUMPTION/NUTRITION........................................................................................ 242
SECTION F4. ANTHROPOMETRY ................................................................................................................. 247
SECTION F5. CHILD EDUCATION ................................................................................................................. 248
212 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE A. HOUSEHOLD IDENTIFICATION SHEET 
IRB Study Number |_________|
A001 PROVINCE
A002 DISTRICT
A003 SECTOR
A004 CELL
A005 VILLAGE
A006 HOUSEHOLD IDENTIFICATION NUMBER
A008 LINE NUMBER OF CAREGIVER FROM HH 
ROSTER
End Line Data Collection Report for an Impact Evaluation 213
MODULE C: BACKGROUND INFORMATION ON CAREGIVER & HOUSEHOLD
I’m going to ask you some basic questions about yourself and your household.
EDUCATION CODES FOR C107 and C108.
0=Pre￾Primary
1=Primary 1
2=Primary 2
3=Primary 3
4= Primary 4
5=Primary 5
6=Primary 6
7=Primary 7
8=Primary 8
17=TVET1
18=TVET2
19=TVET3
11= Secondary 
1
12= Secondary 
2
13= Secondary 
3
14= Secondary 
4
15= Secondary 
5
16= Secondary 
6
21=University 
1
22=University 
2
23=University 
3
24=University 
4
25=Univ. 5 and 
above
77=None
88=Don’t Know
No. Questions Coding Categories
C101 Record sex of respondent
Male 
Female
Other ___________________________
REFUSED 
1
2
6
9
C102 In what month and year were you born?
MONTH YEAR
C103 How old were you at your last birthday?
IF AGE IS LESS THAN 16, SKIP TO C106
C106 Have you ever attended school?
Yes 
No
Refuse
1
2 => C109
9 => C109
C107
What is the highest class level that you have 
attended in school? SEE EDUCATION CODES 
ABOVE
C108
What is the highest class level that you 
have completed? SEE EDUCATION CODES 
ABOVE
If Code 7 
through 
25 skip to 
C110
C109
Now, I would like you to read this sentence 
to me.
Show card to respondent.
If respondent cannot read whole 
sentence, probe: Can you read part of the 
sentence?
Cannot read at all
Able to read only parts of 
sentence
Able to read whole sentence
No card with required language: 
___________________ 
(language)
Blind/visually impaired
1
2
3
4
5
AG
E
214 Rwanda’s Improved Services for Vulnerable Populations Project
No. Questions Coding Categories
Refused to read 9
C110
Can you add and subtract numbers? Yes No 
Refused
 1 2 9
C111 What is your current marital status?
Married 1 => C113
Cohabiting (but not married) 2 => C113
Never been married 3
Divorced or separated 4
Widowed 5
Refused 9
C112
Are you in a relationship with someone you are not 
cohabitating with? (boyfriend/girlfriend)
Yes No Refused
 1 2 9
C113
IF MALE, SKIP TO C116
Are you currently pregnant?
Yes No Don’t Know 
Refuse 
 1 2 8 9
YES => 
C116
C114
Are you currently doing something or using any 
method to delay or avoid getting pregnant?
Yes No Refuse 
 1 2 9
NO, 
Refuse => 
C116
C115
Which method are you using? 
CIRCLE ALL MENTIONED
FEMALE STERILIZATION 
MALE STERILIZATION 
IUD
INJECTABLES 
IMPLANTS/JADELLE 
PILL 
CONDOM 
FEMALE CONDOM 
DIAPHRAGM 
FOAM/JELLY 
LACTATIONAL AMEN. METHOD 
RHYTHM METHOD 
STANDARD DAYS METHOD 
WITHDRAWAL 
OTHER MODERN METHOD 
OTHER TRADITIONAL METHOD 
A
B
C
D
E
F
G
H
I
J
K
L
M
N
X
Y
As you know, some people take up jobs for which they are paid in cash or kind. Others sell things, have a 
small business or work on the family farm or in the family business.
C116
In the last 3 months, have you done any of these things or 
any other work?
 Yes No Refused
 1 2 9
1 =>C118
C117
In the last 12 months, have you done any of these things 
or any other work? 
 1 2 9
2 => D201
9 => D201
End Line Data Collection Report for an Impact Evaluation 215
No. Questions Coding Categories
C118
Do you usually work throughout the year, or do you work 
seasonally, or only once in a while?
Throughout the year
Seasonally/part of the 
year
Once in a while
1
2
3
C119
Are you paid in cash or kind for this work or are you not 
paid at all?
Cash only
Cash and kind
In kind only
Not paid
Refuse
1
2
3
4
9
C120
What is your occupation, 
that is, what kind of 
work do you mainly do?
Probe: Anything else?
CIRCLE ALL MENTIONED.
IF MORE THAN ONE 
MENTIONED: What is 
your primary 
occupation?
What is your secondary 
occupation? That is, 
what kind of work do you 
do in addition to your 
main occupation?
Agricultural labourer
Own farm labour
Livestock herding
Fishing
Petty trade
Trader
Mining
Brewing
Handicraft
Domestic help
Carpenter
ENTER LETTER OF PRIMARY 
OCCUAPTION
ENTER LETTER OF 
SECONDARY OCCUPATION
A
B
C
D
E
F
G
H
I
J
K
Construction 
(bricklayer)
Traditional healer
Mechanic
Mill worker
Seamstress/tailor/clo
thes repair
Hairdresser/barber
Charcoal maker
Charcoal/firewood 
seller
Unemployed
Housewife
Student
Retired
Unable to work due 
to illness/disability
Other, 
Specify:______
L
M
N
O
P
Q
R
S
1
2
3
4
5
X
--- END OF SECTION ---
216 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE D: CAREGIVER INDIVIDUAL QUESTIONS
End Line Data Collection Report for an Impact Evaluation 217
SECTION D2. HIV/AIDS TEST RESULTS
Now I would like to ask you some questions about HIV tests.
D201 I don't want to know the results, but have you ever been tested to see 
if you have the HIV virus?
Yes
No
Refused
1
2 => D205
9 => D205
D202 How many months ago was your most recent HIV test?
Months ago
Two or more years 95
D203
Who influenced you to take your most recent HIV test?
CIRCLE ALL MENTIONED
Spouse/partner
Parent
Other relative
Neighbor/friend
Community 
health worker
Peer educator
Case 
management 
volunteer
Other: 
______________
Self/nobody
A
B
C
D
E
F
G
X
Y
D204 I don't want to know the results, but did you get the results of the 
test?
Yes
No
Don’t Remember
Refused
1
2
8
9
D205 Do you know of a place where people can go to get tested for the HIV 
virus?
Yes
No
Refused
1
2
9
D206 Should children age 12-14 be taught about using a condom to avoid 
getting HIV?
Yes
No
Refused
1
2
9
--- END OF SECTION ---
SECTION D3. NUTRITION KNOWLEDGE
Now I would like to ask you some questions about nutrition for children, and pregnant women.
D301
How long should a baby receive 
nothing more than breastmilk (in 
total months)?
[PROBE IF NECESSARY: Until what 
age is it recommended that a 
mother feeds nothing more than 
breastmilk?]
From birth to six months
Less than six months
More than six months
Don’t know
Refuse
1
2
3
8
9
D302
When a baby or child is sick, 
should he or she be fed the same 
amount of food, less food or more 
food?
The same amount of food
Less food than usual
More food than usual 
Other:_____________________
1
2
3
6
8
218 Rwanda’s Improved Services for Vulnerable Populations Project
Don’t know
Refuse
9
D304
What should we do to prevent 
undernutrition among infants 
under 6 months of age?
CIRCLE ALL MENTIONED
Breastfeed exclusively / give only breastmilk
Breastfeed on-demand/whenever the baby wants
Go the health center/hospital and check that the child 
is growing
Wash hands before breastfeeding
Other:______________________
Don’t know
Refuse
A
B
C
D
X
Y
Z
D305
What should we do to prevent 
undernutrition among children 6-
23 months of age?
CIRCLE ALL MENTIONED
Go to the health center/hospital and check that the 
child is growing
Give more food
Feed frequently
Give them attention during meals (e.g., talk to them, 
make meal times happy times, etc.)
Continue to breastfeed
Other:___________________
Don’t know
Refuse
A
B
C
D
E
X
Y
Z
D306
There are key moments when you 
need to wash your hands to 
prevent germs from reaching 
food. What are these key 
moments?
CIRCLE ALL MENTIONED
After going to the toilet / latrine
After cleaning the baby’s bottom / changing a baby’s 
nappy
Before preparing / handling food
Before feeding a child / eating
After handling raw food
After handling garbage
Other __________________________________
Don’t know
Refuse
A
B
C
D
E
F
X
Y
Z
D307
How should a pregnant woman 
eat in comparison with a non￾pregnant woman to provide good 
nutrition to her baby and help him 
grow?
CIRCLE ALL MENTIONED
Eat more food (more at each meal or more frequent 
meals)
Eat more protein-rich foods (for example, beans, 
fish,milk, and animal meat)
Eat more iron-rich foods (for example, dark leafy 
greens and organ meat) 
Use iodized salt when preparing meals
Avoid alcohol
Take vitamin or mineral supplements as advised by 
health facility
Other _______________________________
Don’t know
Refuse
A
B
C
D
E
F
X
Y
Z
End Line Data Collection Report for an Impact Evaluation 219
MODULE E: HOUSEHOLD QUESTIONS
SECTION E1. EXPENSES 
Now I have some questions about household expenses.
E10
1
Did your household incur any food-related expenses 
in the last four weeks? 
Yes 
No
Don’t Know
Refuse
1
2 => E103
8 => E103
9 => E103
E10
2
Was your household able to pay for these expenses?
Yes 
No
Don’t Know
Refuse
1
2
8
9
E10
3
Thinking about the last time you bought any food for 
eating or cooking, where did the money come from? 
DO NOT READ RESPONSES. RECORD ONE PRIMARY 
RESPONSE ONLY.
PROMPT IF NECESSARY: maize meal, sugar, cooking 
oil
Current income (cash)
Savings
Loan
Gift/given money
Sold asset, specify 
_________
Other, specify: _________
1
2
3
4
5
6
E10
4
Did your household incur any school-related 
expenses in the last 12 months? 
Yes 
No
Don’t Know
Refuse
1
2=> E106
8=> E106
9=> E106
E10
5
Was your household able to pay for these expenses?
Yes 
No
Don’t Know
Refuse
1
2
8
9
E10
6
Thinking about the last time you had to pay for any 
school-related expenses, where did the money come 
from? 
RECORD ONE PRIMARY RESPONSE ONLY.
PROMPT IF NECESSARY: fees, uniforms, books, other 
materials
Current income (cash)
Savings
Loan
Gift/given money
Sold asset, specify 
________
Other, specify: ________
Not Applicable
1
2
3
4
5
6
7
E10
7
Did your household incur any major unexpected 
household expenses, such a as a house repair or 
urgent medical treatment, in the last 12 months?
Yes 
No
Don’t Know
Refuse
1
2=> E109
8=> E109
9=> E109
E10
8
Was your household able to pay for these expenses?
Yes
No
Don’t Know
Refuse
1
2
8
9
220 Rwanda’s Improved Services for Vulnerable Populations Project
E10
9
Thinking about the last time you had to pay for a 
major unexpected household expense, such as a 
house repair, or urgent medical treatment, where 
did the money come from? 
RECORD ONE PRIMARY RESPONSE ONLY.
Current income (cash)
Savings
Loan
Gift/given money
Sold Asset 
(Specify):______
Other: ______
1
2
3
4
5
6
--- END OF SECTION ---
SECTION E2. FOOD SECURITY (FANTA, FTF Hunger Scale)
Now I have a few questions about food consumption in your household.
E201
In the past 4 weeks, was there ever no 
food to eat of any kind in your house 
because of lack of resources to get food?
Yes
No
Don’t Know
Refuse
1
2=> 
E203
8=> 
E203
9=> 
E203
E202
How many times did this happen?
READ OUT RESPONSES (DO NOT READ 
“DON’T KNOW” AND “REFUSE”)
Rarely (1-2 times in past 4 weeks)
Sometimes (3-10 times in past 4 weeks)
Often (more than 10 times in past 4 
weeks)
Don’t Know
Refuse
1
2
3
8
9
E203
In the past 4 weeks, did you or any 
household member go to sleep at night 
hungry because there was not enough 
food?
Yes
No
Don’t Know
Refuse
1
2=> 
E205
8=> 
E205
9=> 
E205
E204
How many times did this happen?
READ OUT RESPONSES (DO NOT READ 
“DON’T KNOW” AND “REFUSE”)
Rarely (1-2 times in past 4 weeks)
Sometimes (3-10 times in past 4 weeks)
Often (more than 10 times in past 4 
weeks)
Don’t Know
Refuse
1
2
3
8
9
E205
In the past 4 weeks, did you or any 
member of your household go a whole 
day and night without eating anything 
because there was not enough food?
Yes
No
Don’t Know
Refuse
1
2=> 
Section 
E3
8=> 
Section 
E3
9=> 
Section 
E3
End Line Data Collection Report for an Impact Evaluation 221
E206
How many times did this happen?
READ OUT RESPONSES (DO NOT READ 
“DON’T KNOW” AND “REFUSE”)
Rarely (1-2 times in past 4 weeks)
Sometimes (3-10 times in past 4 weeks)
Often (more than 10 times in past 4 
weeks)
Don’t Know
Refuse
1
2
3
8
9
--- END OF SECTION ---
SECTION E3. GENDER ROLES AND DECISION-MAKING POWER
Now I have some questions about who makes decisions in your household.
REFER BACK TO C119:
IF RESPONDENT IS PAID IN CASH (C119=1 OR 2) 
PROCEED TO E301.
IF RESPONDENT IS PAID IN 
KIND ONLY, NOT PAID, 
REFUSED OR NOT WORKING 
(C119=3,4, 9 OR C117=2 OR 9) 
SKIP TO FILTER FOR E302. 
E301
Who usually decides how the money that you earn 
will be used: you, your spouse/partner, you and your 
spouse/partner jointly, your parents, you and your 
parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
REFER BACK TO C111:
RESPONDENT IS CURRENTLY MARRIED/ 
COHABITATING (C111=1,2) PROCEED TO E302.
COHABITING (C111=1,2)
RESPONDENT IS NOT 
CURRENTLY 
MARRIED/COHABITATING
RESPONDENT CURRENTLY 
MARRIED/ 
(C111=3,4,5,9)
SKIP TO E303. 
E302
Who usually decides how the money that your 
spouse/partner earns will be used: you, your 
spouse/partner, you and your spouse/partner jointly, 
your parents, you and your parents jointly, or you, 
your parents and spouse/partner jointly, or someone 
else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
1
2
3
4
5
6
222 Rwanda’s Improved Services for Vulnerable Populations Project
Other, Specify: 
______________
Spouse/partner has no 
earnings
66
77
E303
Who usually makes decisions about health care for 
yourself: you, your spouse/partner, you and your 
spouse/partner jointly, your parents, you and your 
parents jointly, or you, your parents and 
spouse/partner jointly, or someone else?
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
E304
Who usually makes decisions on your child’s 
healthcare: you, your spouse/partner, you and your 
spouse/partner jointly, your parents, you and your 
parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
E304a
Who usually makes decisions about what your child 
eats: you, your spouse/partner, you and your 
spouse/partner jointly, your parents, you and your 
parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
E304b
Who usually makes decisions about whether your 
child attends early childhood development services 
(ECD services): you, your spouse/partner, you and 
your spouse/partner jointly, your parents, you and 
your parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Caregiver has no children under 
5
1
2
3
4
5
6
7
66
77
End Line Data Collection Report for an Impact Evaluation 223
Other, Specify: 
______________
No ECD services available
Don’t know about ECD services
88
E305
Who usually makes decisions about making major 
household purchases: you, your spouse/partner, you 
and your spouse/partner jointly, your parents, you 
and your parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
E306
Who usually makes decisions about making purchases 
for daily household needs: you, your spouse/partner, 
you and your spouse/partner jointly, your parents, 
you and your parents jointly, or you, your parents and 
spouse/partner jointly, or someone else? 
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Other, Specify: 
______________
1
2
3
4
5
6
66
E307
Who usually makes decisions about whether or not to 
use family planning to space or limit births: you, your 
spouse/partner, you and your spouse/partner jointly, 
your parents, you and your parents jointly, or you, 
your parents and spouse/partner jointly, or someone 
else?
Respondent
Spouse/Partner
Respondent & Spouse/Partner 
jointly
Parents
Respondent & Parents jointly
Respondent, Parents, & 
Spouse/Partner jointly
Decision not made 
Other, Specify: 
______________
Don’t know what family 
planning is
1
2
3
4
5
6
7
66
88
E308
In a couple, who do you think should have the greater say in each 
of the following decisions: the husband, the wife or both equally: 
Read A to F out loud.
Husban
d
Wife
Both 
equall
y
E308.
A
a) making large household purchases 1 2 3
E308.
B
b) making small daily household purchases 1 2 3
E308.
C
c) deciding on the child’s healthcare 1 2 3
224 Rwanda’s Improved Services for Vulnerable Populations Project
E308.
D
d) deciding what to do with the money the wife earns for 
her work 1 2 3
E308.
E
e) deciding what to do with the money the husband 
earns for his work 1 2 3
E308.
F
f) deciding how many children to have 1 2 3
Enumerator: It is important that you carry out the remainder of this module in a private room or private 
location away from other people so that others cannot hear the questions or her responses. If privacy is 
compromised during this module (for example, another family member enters the room), you should stop 
asking questions until privacy is re-established. In addition, if the participant becomes distraught or sad during 
these questions, you should pause and ask her if she is okay. Also ask if she would like to continue with the 
interview, to pause momentarily, skip these questions, or skip to the next section. 
Filter: Only ask of selected female who is married/cohabitating
RESPONDENT IS SELECTED MARRIED/COHABITATING
FEMALE CAREGIVER
Now I would like to ask you questions about some important aspects of a woman's life. There is some risk in 
the following portion of this study. We will ask you some questions relating to your relationship with your 
husband/partner and any experience of physical violence. It is possible that you may feel sad or 
uncomfortable when talking to us about this topic. If you do feel sad or uncomfortable, you will be able to 
talk to me or to our project staff. You can also end your participation in the interview at any time. We will 
not share your responses with anyone else and nobody else in your household is being asked these same 
questions. However, there is still a risk that your family or your husband/partner could find out about the 
study that they may not agree with your participation in the study. Also, if you would like, I can give you 
contact information for groups that help women when they are having difficulties with their partners.
E309
In the last 12 months,(Does/did) your (last) 
husband/partner do any of the following things to 
you?
Yes No DK/Not Sure Refuse 
Partner Away
E309.1 a) Slap you? 1 2 8 9 6
E309.2 b) Twist your arm or pull your hair? 1 2 8 9
E309.3 c) Push you, shake you, or throw something at 
you?
 1 2 8 9
E309.4 d) Punch you with his fist or with something that 
could hurt you?
 1 2 8 9
E309.5 e) Kick you, drag you or beat you up?
 1 2 8 9
E309.6 f) Try to choke you or burn you on purpose?
 1 2 8 9
E309.7 g) Threaten or attack you with a knife, gun, or 
any other weapon?
 1 2 8 9
E309.8
h) Physically force you to have sexual 
intercourse with him even when you did not 
want to?
 1 2 8 9
E309.9 i) Physically force you to perform any other 
sexual acts you did not want to?
 1 2 8 9
RESPONDENT IS NOT THE 
SELECTED 
MARRIED/COHABITATING 
FEMALE CAREGIVER E40
1
End Line Data Collection Report for an Impact Evaluation 225
E309.1
0
j) Force you with threats or in any other way to 
perform sexual acts you did not want to?
 1 2 8 9
--END OF SECTION—
SECTION E4. CHILD PROTECTION
I would now like to ask you some questions about your opinions on child discipline.
E401
In the home, do you think that hitting or 
beating a child is an appropriate means of 
discipline or control?
Always Sometimes Rarely Never DK 
Refuse
1 2 3 4 8 
9 
E402
At school, do you think that hitting or 
beating a child is an appropriate means of 
discipline or control?
1 2 3 4 8 
9 
--- END OF SECTION ---
SECTION E5. ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT
CARGIVER IS DIFFERENT FROM RESPONDENT CAREGIVER IS THE SAME AS THE RESPONDENT TO SECTION
TO SECTION H OF THE HOUSEHOLD QUESTIONNAIRE H OF THE HOUSEHOLD QUESTIONNAIRE
E504
226 Rwanda’s Improved Services for Vulnerable Populations Project
E501 I am going to read out a list of items and services. 
Please tell me if you or anyone else in your household
has received or accessed any of these items or services 
in the last 6 months.
SERVICE
ANSWER CATEGORIES
IF RESPONDENT LINE 
NUMBER 201-220 OR 
401-420 ASK: 
Did you receive this 
service or someone 
else in the household?
E501.1 HIV test YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.2 Farmer Field School YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.3 Free Small Livestock YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.4 Free seed YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.5 Nutritional advice in caring for your children YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.6 Free food YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.7 Information on how to prevent HIV and other 
sexually transmitted infections
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.8 Information on family planning and/or birth 
spacing
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
End Line Data Collection Report for an Impact Evaluation 227
E501.9 Training on Early Childhood Development YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.10 Livelihood training/income generation YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.11 Community savings/lending group YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.12 Life skills training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.13 Vocational training scholarships YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.14 Workforce readiness training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.15 Psychosocial support from a home visitor or 
social worker
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.16 Free school supplies or a school uniform YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.17 Birth registration support YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.18 Mosquito nets YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
228 Rwanda’s Improved Services for Vulnerable Populations Project
E501.19 Information on child protection YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.20 Nutrition messaging for pregnant or lactating 
women
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.21 One Stop (GBV center) YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.22 Information on sexual and reproductive health 
and rights 
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.23 Information on hygiene (e.g. safe water, hand 
washing)
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.24 Information on positive masculinity and 
gender equity
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.25 Umugoroba w’ababyeyi (parental evenings) YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.26 HIV treatment and care YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.27 Advice on childhood immunization YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.28 Positive parenting YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
End Line Data Collection Report for an Impact Evaluation 229
E501.29 Growth monitoring for children YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.30 Free condoms YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.31 Parent-child communication on sexual health 
and sexual behavior
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
E501.32 Mentorship program YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH
1
2
3
Now let’s talk about health services. 
E504
How long does it take to reach the health 
facility that you usually visit for child health? 
a. Province:_____________________
:
Hours: minutes
PROVIDER COMES TO MY RESIDENCE…..0000 -> E506
DO NOT/HAVE NOT USED SERVICE……7777 →E506
DON’T KNOW………………………………………8888
E505
How do you usually get there?
CIRCLE ALL MENTIONED b District: 
:_____________________
WALK…………………………………………………A
BICYCLE……………………………………………..B
MOTO…………………………..……………………C
BUS…………………………………………………….D
CAR/PRIVATE TAXI………………………………E
OTHER___________________________X
E506
How long does it take to reach the health 
facility that you usually visit for routine child 
growth monitoring and nutritional services?
:
Hours: minutes
PROVIDER COMES TO MY RESIDENCE…..0000 -> E508
DO NOT/HAVE NOT USED SERVICE……7777 →E508
DON’T KNOW………………………………………8888
E507
How do you usually get there?
CIRCLE ALL MENTIONED
WALK…………………………………………………A
BICYCLE……………………………………………..B
MOTO…………………………..……………………C
BUS…………………………………………………….D
CAR/PRIVATE TAXI………………………………E
230 Rwanda’s Improved Services for Vulnerable Populations Project
OTHER___________________________X
E508 How long does it take to reach the health 
facility that you usually visit for HIV testing? :
Hours: minutes
PROVIDER COMES TO MY RESIDENCE…..0000 -> E510
DO NOT/HAVE NOT USED SERVICE……7777 →E510
DON’T KNOW………………………………………8888
E509
How do you usually get there?
CIRCLE ALL MENTIONED
WALK…………………………………………………A
BICYCLE……………………………………………..B
MOTO…………………………..……………………C
BUS…………………………………………………….D
CAR/PRIVATE TAXI………………………………E
OTHER___________________________X
E510 How long does it take to reach the health 
facility that you usually visit for family 
planning?
:
Hours: minutes
PROVIDER COMES TO MY RESIDENCE…..0000 -> END OF 
SECTION
DO NOT/HAVE NOT USED SERVICE……7777 →END OF 
SECTION
DON’T KNOW………………………………………8888
E511
How do you usually get there?
CIRCLE ALL MENTIONED
WALK…………………………………………………A
BICYCLE……………………………………………..B
MOTO…………………………..……………………C
BUS…………………………………………………….D
CAR/PRIVATE TAXI………………………………E
OTHER___________________________X
--- END OF SECTION ---
I have come to the end of my questions about you and your household. I would now like to ask you 
some questions about your children. Let’s start with [INITIALS]. (Start with youngest child then move 
to the next oldest until the caregiver has answered questions about all 0 month – 17 year olds).
End Line Data Collection Report for an Impact Evaluation 231
MODULE F: CHILDREN QUESTIONS
SECTION F1. CHILD HEALTH & PROTECTION
ASK QUESTIONS OF ALL CHILDREN FOR WHOM THE CAREGIVER IS THE PRIMARY CAREGIVER. BASED ON THE CHILD’S AGE, ASK THE APPROPRIATE COLUMN OF QUESTIONS. 
START WITH THE YOUNGEST CHILD AND END WITH ELDEST CHILD. IF MORE THAN ONE CHILD IN THE SAME AGE BRACKET, YOU WILL NEED TO ADD ADDITIONAL 
QUESTIONNAIRE PAGE AND FILL THE APPROPRIATE COLUMN. 
I am now going to ask you a few questions about [insert child’s name].
No. Question Child (0-59 months) Child (5-12 years) Child (13-17 years) SKIP
F101 RECORD / CONFIRM CHILD’S INITALS
F102 CHILD’S LINE NUMBER FROM HOUSEHOLD 
ROSTER
F103 RECORD / CONFIRM CHILD’S SEX
Male 1 Male 1 Male 1
Female
Other __________________
Refuse
2
6
9
Female
Other ________________
Refuse
2
6
9
Female
Other ____________
Refuse
2
6
9
F104
Was [INITIALS’s] birth registered at the sector 
level?
Yes
No
Don’t know
Refuse
1
2
8
9
Yes
No
Don’t know
Refuse
1
2
8
9
Yes
No
Don’t know
Refuse
1
2
8
9
F105 Does [INITIALS] have a birth certificate? 
Yes
No
Don’t know
Refuse
1
2
8
9
Yes
No
Don’t know
Refuse
1
2
8
9
Yes
No
Don’t know
Refuse
1
2
8
9
2,8,9 
=> 
F107
F106
Could you please show me [INITIALS’S] birth 
certificate? 
Seen/Confirmed 1 Seen/Confirmed 1 Seen/Confirmed 1
Not Seen/Not Confirmed 2 Not Seen/Not Confirmed 2
Not Seen/Not 
Confirmed 2
F107 Month Year Month Year Month Year 
232 Rwanda’s Improved Services for Vulnerable Populations Project
In what month and year was [INITIALS] born? IF 
BIRTH CERTIFICATE IS AVAILABLE, THEN RECORD 
BIRTHDATE FROM BIRTH CERTIFICATE)
IF UNKNOWN, ASK THE CAREGIVER TO 
ESTIMATE
 
 
 
 
 
 
F108
Remind me, how old was [INITIALS] at their last 
birthday?
CONFIRM WITH MONTH AND YEAR OF BIRTH IN 
F107 AND ADJUST IF NECESSARY. DO NOT 
LEAVE BLANK. IF UNKNOWN, ASK CAREGIVER 
TO ESTIMATE.
ONLY RECORD MONTHS IF CHILD IS <2 years.
IF CHILD IS 0 MONTHS – 23 MONTHS OLD, 
ENTER 0 FOR YEAR AND PUT THE NUMBER OF 
MONTHS IN THE MONTHS FIELD. 
YEARS
MONTHS
YEARS
YEARS
F109
What is your relationship to [INITIALS]?
SEE CODES BELOW
IF THE RELATIONSHIP IS NOT LISTED, USE CODE 
66 AND THEN SPECIFY THE RELATIONSHIP
CODES FOR F109: RELATIONSHIP OF MAIN CAREGIVER TO THE CHILDREN IN HOUSEHOLD
01=Biological Mother
02=Biological Father 
03=Step-Mother/ Foster Mother
04=Step-Father/Foster Father 
05=Sister
06=Brother
07=Aunt
08=Uncle
09=Grandmother
10=Grandfather
11= Non-Family Member 
Female
12= Non-Family Member Male 
13=Self 
66=Other, Specify
End Line Data Collection Report for an Impact Evaluation 233
Now I would like to ask you some questions about [INITIALS’s] health.
No. Question Child (0-59 months) Child (5-12 years) Child (13-17 years) SKIP
F111
Would you say that in general [INITIALS’s] health 
is……?
READ OUT RESPONSES
Excellent
Very good
Good
Fair
Poor
1
2
3
4
5
Excellent
Very good
Good
Fair
Poor
1
2
3
4
5
Excellent
Very good
Good
Fair
Poor
1
2
3
4
5
F112
In the last 2 weeks, has [INITIALS] been too sick to 
participate in daily activities? 
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
F113 Does [INITIALS] have a disability that makes it 
difficult for him/her to participate in daily activities?
Yes 
No
Refuse
1
2
9
Yes 
No
Refuse
1
2
8
9
Yes 
No
Refuse
1
2
9
2,9 => 
F115
F114 How would you describe [INITIALS’s] disability?
Blind or partially blind
Deaf or partially deaf
Has difficulties learning
Physical
Other_____________
1
2
3
4
6
Blind or partially blind
Deaf or partially deaf
Has difficulties learning
Physical
Other_____________
1
2
3
4
6
Blind or partially blind
Deaf or partially deaf
Has difficulties learning
Physical
Other_____________
1
2
3
4
6
F115
I don’t want to know the results, but has [INITIALS] 
ever been tested to see if he/she has the HIV virus?
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
2,8,9=> 
F117
F115
.1
How many months ago was [INITIALS] most recent HIV 
test?
Months ago
Two or more years 95
Months ago
Two or more years 95
Months ago
Two or more years 95
234 Rwanda’s Improved Services for Vulnerable Populations Project
F116
I don’t want to know the results, but do you know the 
result of [INITIALS’s] test?
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
No. Question Child (0-59 months) Child (5-12 years) Child (13-17 
years) SKIP
F117
I am going to read out a list of items and services. Please tell me if [child’s INITIALS] has received or accessed any of these items or services in the last 6 months. 
READ OUT SERVICES 
F117.1 (Psychosocial) counseling from a home 
visitor or social worker
Yes No Don’t Know Refuse
1 2 8 9
Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
13-17 years
F117.2 Health care from a health professional 1 2 8 9 1 2 8 9
F117.3 School fees paid for by organization 1 2 8 9 1 2 8 9
F117.4 Free school supplies or a school uniform 1 2 8 9 1 2 8 9
F117.5 Vitamin A supplement from an organization 1 2 8 9 1 2 8 9
F117.6 Supplemental, emergency feeding 1 2 8 9 1 2 8 9
F118 Has [INITIALS] had diarrhea in the last 2 weeks? 
 Yes No Don’t Know Refuse
 1 2 8 9
Don’t ask 5-12 years Don’t ask 13-17 
years
2,8,9=> 
F123
F119 Did you seek advice or treatment for the diarrhea 
from any source?
 
 1 2 8 9 Don’t ask 5-12 years Don’t ask 13-17 
years
2 =>122
8,9 => 122
End Line Data Collection Report for an Impact Evaluation 235
F120
Where did you seek advice or treatment? 
Anywhere else?
CIRCLE ALL MENTIONED
Public sector
Don’t ask 5-12 years Don’t ask 13-17 years
Referral Hospital A
District Hospital B
Health Center C
Health Post D
Outreach E
Community Health Worker F
Other public facility (specify): 
_______________________
G
Private medical sector
Polyclinic H
Clinic I
Dispensary J
Pharmacy K
Other Private Medical Facility L
(specify): _______________________
Other source
Kiosk M
Traditional practitioner N
Church O
Friend/Relative P
Other (Specify)______________ X
F120.18 Don’t Know Y
F120.19 Refuse Z
F122
Was [INITIALS] given any of the following to 
drink at any time since he/she started having 
the diarrhea? Yes No Don’t Know Refuse Don’t ask 5-12 years Don’t ask 13-17 years
F122.1 A pre-packaged ORS (Oral Rehydration 
Solution) liquid?
1 2 8 9
236 Rwanda’s Improved Services for Vulnerable Populations Project
F122.2 A government-recommended 
homemade fluid?
1 2 8 9
End Line Data Collection Report for an Impact Evaluation 237
No. Question Child (0-59 months) Child (5-12 years) Child (13-17 years) SKIP
51
52
53
54
55
56
57
58
59
F123
Has [INITIALS] been ill with a fever at any time 
in the last 2 weeks?
 Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9=> 
F201
F124 Did you seek advice or treatment for the fever 
from any source?
1 2 8 9 Don’t ask
5-12 years
Don’t ask
13-17 years
2 =>
F127
8,9 =>F127
F125
Where did you seek advice or treatment? 
Anywhere else?
CIRCLE ALL MENTIONED
Public sector
Don’t ask 
5-12 years
Don’t ask 
13-17 years
Referral Hospital A
District Hospital B
Health Center C
Health Post D
Outreach E
Community Health Worker F
Other public facility (specify): 
_______________________
G
Private medical sector
Polyclinic H
Clinic I
Dispensary J
Pharmacy K
Other Private Medical Facility L
(specify): _______________________
Other source
Kiosk M
Traditional practitioner N
Church O
Friend/Relative P
Other (Specify)______________ X
Don’t Know Y
Refuse Z
238 Rwanda’s Improved Services for Vulnerable Populations Project
--- END OF SECTION ---
F127
At any time during the illness, did [INITIALS] 
take any drugs for the illness?
 Yes No Don’t Know Refuse
1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
End Line Data Collection Report for an Impact Evaluation 239
SECTION F2. EARLY CHILDHOOD DEVELOPMENT 
INSTRUCTIONS TO INTERVIEWER/TABLET PROGRAMMER: ONLY ASK THIS SECTION OF 0 MONTH – 59 MONTH OLDS.
No. Question Child (0-59 months)
Child 
(5-12 
years)
Child 
(13-17 
years)
SKIP
F201 I am interested in learning about the things that [INITIALS] plays with when he/she is at home. 
F201_1 a) Does [INITIALS] play with: homemade toys (such as dolls, cars, 
or other toys made at home)?
 Yes No Don’t Know 
Refuse
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F201_2 b) Does [INITIALS] play with: toys from a shop or manufactured 
toys? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F201_3
c) Does [INITIALS] play with: household objects (such as bowls or 
pots) or objects found outside (such as sticks, rocks, animal 
shells or leaves)?
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F202
Sometimes adults taking care of children have to leave the house to go 
shopping, wash clothes, or for other reasons and have to leave young 
children. On how many days in the past week was [INITIALS] left alone 
for more than an hour? IF NONE, ENTER 0. IF DON’T KNOW, ENTER 8
NUMBER OF DAYS
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F203
In the past 3 days, did you or any household member over 15 years of age engage in any of the following 
activities with [[INITIALS] : 
 Yes No Don’t Know Refused
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F203_1 a) Read books to or looked at picture books 
with [INITIALS]? 1 2 8 9 Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F203_2 b) Told stories to [INITIALS]? 1 2 8 9
F203_3 c) Sang songs to [INITIALS] or with [INITIALS], 
including lullabies? 1 2 8 9
240 Rwanda’s Improved Services for Vulnerable Populations Project
F203_4 d) Took [INITIALS] outside the home, 
compound, yard or enclosure? 1 2 8 9
F203_5 e) Played with [INITIALS]? 1 2 8 9
F203_6 f) Named, counted, or drew things to or with 
[INITIALS]? 1 2 8 9
F204
Check Age of Child (Age Filter)
Child age 0, 1, or 2 year olds (0 to 35 months)  skip to next section (SECTION F3 : FOOD CONSUMPTION/NUTRITION).
Child age 36 to 59 months (3 & 4 year olds)  Continue with F205
NO. Question Child (0-59 months)
Child
(5-12 
years)
Child
(13-17 
years)
SKIP
F205
Does [INITIALS] attend any organized or early 
childhood education or development program, such 
as a private or government facility, including 
kindergarten, school center, playgroups, or 
community child care? 
Yes No Don’t Know Refuse
 1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9F2
07
F206
Within the last seven days, about how many hours 
did [INITIALS] attend? NUMBER OF HOURS
Don’t ask 
5-12 years
Don’t ask 
13-17 years
I would like to ask you some questions about the health and development of your child. Children do not all develop and learn at the same rate. For 
example, some walk earlier than others. These questions are related to several aspects of your child’s development.
F207
Can [INITIALS] identify or name at least ten letters of 
the alphabet? Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F208 Can [INITIALS] read at least four simple, popular 
words? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
End Line Data Collection Report for an Impact Evaluation 241
F209
.
Does [INITIALS] know the name and recognize the 
symbol of all numbers from 1 to 10? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F210
.
Can [INITIALS] pick up a small object with two fingers, 
like a stick or a rock from the ground? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F211
.
Is [INITIALS] sometimes too sick to play?
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F212
.
Does [INITIALS] follow simple directions on how to do 
something correctly? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F213
.
When given something to do, is [INITIALS] able to do it 
independently? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F214
.
Does [INITIALS] get along well with other children? 
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F215
.
Does [INITIALS] kick, bite, or hit other children or 
adults? 1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
F216
.
Does [INITIALS] get distracted easily? 
1 2 8 9
Don’t ask 
5-12 
years
Don’t ask 
13-17 
years
--- END OF SECTION ---
242 Rwanda’s Improved Services for Vulnerable Populations Project
SECTION F3. FOOD CONSUMPTION/NUTRITION
INSTRUCTIONS TO INTERVIEWER/TABLET PROGRAMMER: ONLY ASK THIS SECTION OF 0 MONTH – 59 MONTH OLDS.
No. Question Child (0-59 months) Child 
(5-12 years)
Child 
(13-17 years) SKIP
Next I would like to ask you about what [INITIALS] eats and drinks.
F301 Has [INITIALS] ever been breastfed? Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9 => F303
F302 Was [INITIALS] breastfed yesterday during the day 
or at night? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F303
Sometimes babies are fed breast milk in different 
ways, for example by spoon, cup, or bottle. This can 
happen when the mother cannot always be with 
her baby. Sometimes babies are breastfed by 
another woman or given breast milk from another 
woman by spoon, cup, bottle, or some other way. 
This can happen if a mother cannot breastfeed her 
own baby.
Did [INITIALS] consume breast milk in any of these 
ways yesterday during the day or at night?
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
End Line Data Collection Report for an Impact Evaluation 243
Next I would like to ask you about some liquids that [INITIALS] may have had yesterday during the day or at night. I am interested in whether your child had the item I 
mention even if it was combined with other foods. [item from list]?: 
READ THE QUESTIONS BELOW. READ THE LIST OF LIQUIDS ONE BY ONE, STARTING WITH “PLAIN WATER”, AND MARK YES OR NO, ACCORDINGLY
No. Question Child (0-59 months) Child 
(5-12 years)
Child 
(13-17 years) SKIP
F304 Did [INITIALS] have any plain water? Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F305 Did [INITIALS] have any infant formula (powdered 
or liquid infant formula)? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9 =>F307
F306
How many times yesterday during the day or at 
night did [INITIALS] consume any formula? 
IF DON’T KNOW, RECORD ‘88’ TIMES
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F307 Did [INITIALS] have any milk such as tinned, 
powdered, or fresh animal milk?
 Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9 =>F309
F308
How many times yesterday during the day or at 
night did [INITIALS] consume any milk? 
IF DON’T KNOW, RECORD ‘88’ TIMES
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F309 Did [INITIALS] have any juice or juice drinks? Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F310 Did [INITIALS] have any clear broth? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F311 Did [INITIALS] have any yogurt? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9 =>F313
F312
How many times yesterday during the day or at 
night did [INITIALS] consume any yogurt? IF 
DON’T KNOW, RECORD ‘88’, IF REFUSED ‘99’. TIMES
Don’t ask 
5-12 years
Don’t ask 
13-17 years
244 Rwanda’s Improved Services for Vulnerable Populations Project
F313 Did [INITIALS] have any thin porridge? Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F314 Did [INITIALS] have any other liquids? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
End Line Data Collection Report for an Impact Evaluation 245
Please describe everything that [INITIALS] ate yesterday during the day or night, whether at home or outside the home.
A) Think about when [INITIALS] first woke up yesterday. Did [INITIALS] eat anything at that time?
IF YES: Please tell me everything [INITIALS] ate at that time. PROBE: Anything else? UNTIL RESPONDENT SAYS NOTHING ELSE. THEN CONTINUE TO PART B).
IF NO, CONTINUE TO PART B).
B) What did [INITIALS] do after that? Did [INITIALS] eat anything at that time?
IF YES: Please tell me everything [INITIALS] ate at that time. PROBE: Anything else? UNTIL RESPONDENT SAYS NOTHING ELSE.
REPEAT QUESTION B) UNTIL THE RESPONDENT SAYS THE CHILD WENT TO SLEEP UNTIL THE NEXT DAY.
IF RESPONDENT MENTIONS MIXED DISHES (dishes containing more than one ingredient), LIKE A RELISH OR PORRIDGE, PROBE:
C) What ingredients were in that [mixed dish]? PROBE: Anything else? UNTIL RESPONDENT SAYS NOTHING ELSE 
AS THE RESPONDENT RECALLS FOODS, MARK RESPONSE BOX NEXT TO THE FOOD GROUP. IF THE FOOD IS NOT LISTED IN ANY OF THE FOOD GROUPS BELOW, ENTER 
THE FOOD IN THE BOX LABELED ‘OTHER FOODS.’ IF FOODS ARE USED IN SMALL AMOUNTS FOR SEASONING OR AS A CONDIMENT, INCLUDE THEM UNDER THE 
CONDIMENTS FOOD GROUP.
ONCE THE RESPONDENT FINISHES RECALLING FOODS EATEN, READ EACH FOOD GROUP WHERE ‘1’ WAS NOT ENTERED IN THE RESPONSE BOX, ASK THE FOLLOWING 
QUESTION AND ENTER ‘1’ IF RESPONDENT SAYS YES, ‘2’ IF NO, AND ‘8’ IF DON’T KNOW:
Yesterday, during the day or night, did [INITIALS] drink/eat any [food group items]?
No. Question Child (0-59 months) Child 
(5-12 years)
Child 
(13-17 years) SKIP
F315
Any [BRAND NAME OF COMMERCIALLY FORTIFIED 
BABY FOOD, E.G.,
Cerelac]? 
Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F316
Food made from grains, such as bread, rice, noodles, 
porridge, or [Bread, scone, maize meal, maize flour, 
millet, rice, sorghum, or any other food made from 
grains?
1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F317 Pumpkin, carrots, squash, orange or yellow sweet 
potatoes or [other local yellow/orange foods]? 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F318
White potatoes, white yams, manioc, cassava 
[Cocoyams, irish potatoes, white sweet potatoes, white 
yams, cassava, or other local roots or tubers?]
1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F319
Any dark green leafy vegetables such as [amaranth, 
pumpkin leaves, Chinese cabbage, greens, kale, cassava 
leaves, or sweet potato leaves that are fresh?]
1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F320 Ripe mangoes, ripe papayas or guava 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
246 Rwanda’s Improved Services for Vulnerable Populations Project
F321 Any other fruits or vegetables 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F322 Any foods made from beans, peas, lentils, nuts, or seeds 
[groundnuts, soy, pigeon peas, cow peas] 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F324 Liver, kidney, heart, or other organ meats 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F325 Any meat, such as beef, pork, lamb, goat, chicken, or 
duck 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F326 Eggs 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F327 Fresh or dried fish, shellfish, or seafood [crabs] 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F328 Cheese, yogurt, or other milk products 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F329 Any sugary foods such as chocolates, sweets, candies, 
pastries, cakes, or biscuits 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F330 Condiments for flavor, such as chilies, spices, herbs, or 
fish powder 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F331 Grubs, snails, or insects 1 2 8 9 Don’t ask 
5-12 years
Don’t ask 
13-17 years
F332 Any oil, fats, or butter, or foods made with any of these 1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F333 Other Foods <list here> ____________________________
Don’t ask 
5-12 years
Don’t ask 
13-17 years
Check categories F315-F333:
If all ‘No’ >> F334
If at least one ‘Yes’ or all ‘Don’t Know’ >> F335
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F334
Did [INITIALS] eat any solid, semi-solid, or soft foods 
yesterday during the day or at night?
IF ‘YES’ PROBE: What kind of solid, semi-solid, or soft 
foods did [INITIALS] eat?
Yes 1 >> Probe what eaten and 
 fill in yes for appropriate 
 response in questions 
 F315-F334
No 2 >> End Module
Don’t ask 
5-12 years
Don’t ask 
13-17 years
End Line Data Collection Report for an Impact Evaluation 247
F335
How many times did [INITIALS] eat solid, semi-solid, or 
soft foods other than liquids yesterday during the day 
or at night?
RECORD ‘88’ IF DON’T KNOW TIMES
Don’t ask 
5-12 years
Don’t ask 
13-17 years
--- END OF SECTION ---
SECTION F4. ANTHROPOMETRY
INSTRUCTIONS TO INTERVIEWER/TABLET PROGRAMMER: ONLY ASK THIS SECTION OF 0 MONTH – 59 MONTH OLDS.
No. Question Child (0-59 months) Child 
(5-12 years)
Child 
(13-17 years) SKIP
F401
Did a health worker or community member visit your 
home and measure [child’s INITIALS] arm during the 
last 12 months? 
Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9 -=>F403
F402 How many times was [child’s INITIALS] upper arm 
measured? Number of times 
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F403
Did a health worker or community member visit your 
home and encourage you to take child to the health 
center to measure growth during the last 12 months?
Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F404 Did you or someone else take child to the health 
center to measure growth during the last 12 months?
Yes No Don’t Know Refuse
1 2 8 9
Don’t ask 
5-12 years
Don’t ask 
13-17 years
2,8,9=>F406
F405
How many times was child taken to health center for 
growth monitoring in past 12 months?
Number of times
Don’t ask 
5-12 years
Don’t ask 
13-17 years
F406
We are almost finished! May I measure your child’s 
arm?
FOR 0-59 MONTH OLDS, MEASURE MID-UPPER ARM 
CIRCUMFERENCE. DOCUMENT MEASUREMENTS. 
.
CM
Don’t ask 
5-12 years
Don’t ask 
13-17 years
248 Rwanda’s Improved Services for Vulnerable Populations Project
--- END OF SECTION ---
SECTION F5. CHILD EDUCATION 
ONLY ASK THIS SECTION FOR CHILDREN WHO ARE AT LEAST 5 YEARS OLD.
CLASS LEVEL CODES FOR F505, F509, and F510. 
0=Pre-Primary
1=Primary 1
2=Primary 2
3=Primary 3
4= Primary 4
5=Primary 5
6=Primary 6
7=Primary 7
8=Primary 8
17=TVET1
18=TVET2
19=TVET3
11= Secondary 1
12= Secondary 2
13= Secondary 3
14= Secondary 4
15= Secondary 5
16= Secondary 6
21=University 1
22=University 2
23=University 3
24=University 4
25=Univ. 5 and above
77=None
88=Don’t Know
No. Question Child
(0-59 months) Child (5-12 years) Child (13-17 years) SKIP
I now have some questions for you about [INITIALS’s] schooling.
F501 Is [INITIALS] currently enrolled in school? Don’t ask 0-59 
months
 Yes No Don’t Know 
Refuse
1 2 8 9
 Yes No Don’t Know 
Refuse
1 2 8 9
If No: 
F506
F502
Is [INITIALS’s} school currently in 
session?
Don’t ask 0-59 
months 1 2 8 9 1 2 8 9
F503
During the last school week (or last 
school week when school was in session 
(not a testing week) in the current 
term), did [INITIALS] miss any school 
days for any reason?
Don’t ask 0-59 
months 1 2 8 9 1 2 8 9
If No, 
DK,RF: 
F505
End Line Data Collection Report for an Impact Evaluation 249
F504
Why did [INITIALS] miss school days 
during the last school week (or last 
school week when school was in session 
(not a testing week) in the current 
term)?
DO NOT READ RESPONSES. CIRCLE ONE 
PRIMARY RESPONSE. 
Don’t ask 0-59 
months
No money for school fees, 
materials, transport
1 No money for school fees, 
materials, transport
1
Child is too sick to attend 
school 
2 Child is too sick to attend 
school 
2
School is too far away / no 
school near the home
3 School is too far away / no 
school near the home
3
Child has to work to help 
family 
4 Child has to work to help 
family 
4
Child needs to care for sick 
household members
5 Child needs to care for sick 
household members
5
Child does not like school 6 Child does not like school 6
Classes were cancelled 7 Classes were cancelled 7
Other: ______________ 66 Other: ______________ 6
6
F505
In what class level is [INITIALS] currently 
enrolled? SEE CLASS LEVEL CODES 
ABOVE.
Don’t ask 0-59 
months
AllF508
No. Question Child
(0-59 months) Child (5-12 years) Child (13-17 years) SKIP
F506
Why is [INITIALS] not enrolled in school during 
the current term? 
Don’t ask 0-59 
months
No money for school fees, 
materials, transport
1 No money for school fees, 
materials, transport
1
Child is too sick to attend school 2 Child is too sick to attend 
school 
2
250 Rwanda’s Improved Services for Vulnerable Populations Project
DO NOT READ RESPONSES. CIRCLE ONE 
PRIMARY RESPONSE. 
School is too far away / no school 
near the home
3 School is too far away / no 
school near the home
3
Child has to work to help family 4 Child has to work to help 
family 
4
Child needs to care for sick 
household members
5 Child needs to care for sick 
household members
5
Child does not like school 6 Child does not like school 6
Classes were cancelled 7 Classes were cancelled 7
Child is/was too young to attend 
school
8
Other: ______________ 66 Other: ______________ 6
6
F507 Has [INITIALS] ever attended school? Don’t ask 0-59 
months
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
2,8,9 
=>F513
F508
Was [INITIALS] enrolled in school during the 
previous school year (2017)? 
Don’t ask 0-59 
months
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
2,8,9 
=>F512
F509
What class level was [INITIALS] enrolled in
during the previous school year (2017)? SEE 
CLASS LEVEL CODES ABOVE.
Don’t ask 0-59 
months
F510
During the last school week (or last school 
week when school was in session (not a 
testing week) in the previous school term 
(2016), did [INITIALS] miss any school days for 
any reason?
Don’t ask 0-59 
months
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
2,8,9 
=>F512
End Line Data Collection Report for an Impact Evaluation 251
F511
Why did [INITIALS] miss school days during the 
last school week (or last school week when 
school was in session (not a testing week) in 
the previous school term (2016))?
DO NOT READ RESPONSES. CIRCLE ONE 
PRIMARY RESPONSE.
Don’t ask 0-59 
months
No money for school fees, 
materials, transport
1 No money for school fees, 
materials, transport
1
Child is too sick to attend school 2 Child is too sick to attend 
school 
2
School is too far away / no school 
near the home
3 School is too far away / no 
school near the home
3
Child has to work to help family 4 Child has to work to help 
family 
4
Child needs to care for sick 
household members
5 Child needs to care for sick 
household members
5
Child does not like school 6 Child does not like school 6
Classes were cancelled 7 Classes were cancelled 7
Other: ______________ 66 Other: ______________ 6
6
F512
What is the highest class level that [INITIALS] 
has completed? SEE CLASS LEVEL CODES 
ABOVE.
Don’t ask 0-59 
months
F511
3
CHECK THE CHILD’S AGE IN F108. IF AGED 5-9, 
SKIP TO F511. IF AGED 10-17, ASK:
Has [INITIALS] received a scholarship for 
Technical and Vocational Education and 
Training (TVET)?
Don’t ask 0-59 
months
Yes 
No
Don’t Know
Refuse
1
2
8
9
Yes 
No
Don’t Know
Refuse
1
2
8
9
RESPONSE PLAN CHECKLIST:
DID RESPONDENT TELL YOU ABOUT/DISCLOSE ANY VIOLENCE IN THE PAST?
 __YES
 __NO
DID THE RESPONDENT SHOW ANY SIGNS OF BEING UPSET AT ANY POINT DURING THE VIOLENCE MODULE OR DURING ANY OTHER DISCUSSION RELATED TO ABUSE, E.G. BEING TEARFUL,
ANGRY, SAD, SHAKING BODY, DIFFICULTY IN BREATHING ETC.?
__ YES
__NO
252 Rwanda’s Improved Services for Vulnerable Populations Project
DID THE RESPONDENT TELL YOU THAT SHE IS IN IMMEDIATE DANGER? 
__YES
__NO
DID THE RESPODENT TELL YOU ABOUT FEELING UNSAFE IN CURRENT LIVING SITUATION OR ASK FOR HELP WITH CURRENT OR PAST EXPERIENCES OF VIOLENCE AT ANY POINT DURING
INTERVEW?
__ YES
__ NO
IF NO WAS SELECTED FOR ALL OF THE ABOVE AND THE RESPONDENT DID NOT DISCLOSE ANY VIOLENCE, CONTINUE TO FINISH OPTION 1. 
IF YES WAS SELECTED FOR ANY OF THE ABOVE, CONTINUE TO FINISH OPTION 2. 
FINISH OPTION 1: RESPONDENT DID NOT MEET ANY RESPONSE PLAN CRITERIA
I would like to thank you very much for helping me. I appreciate the time that you have taken. I realize that these questions may have been difficult for you to answer, but it is only by
listening to women like you that we can really understand about the health and life experiences of women in Rwanda.
Sometimes the questions I have asked might remind you of times when you, or people you know, have experienced difficulties in life and you may think that you would like to talk to someone
about this. This might be now or at any time in the future. I have a list of organizations here that provide various types of services that may be of interest to you. Please contact them if you
need help or wish to find out more information about what they offer. You can contact them whenever you would like to.
FINISH OPTION 2: RESPONDENT MET ONE OR MORE RESPONSE PLAN CRITERIA
I would like to thank you very much for helping me. I appreciate the time that you have taken. I realize that these questions may have been difficult for you to answer, but it is only by
listening to women like you that that we can really understand about the health and experiences of women in Rwanda.
From what you have told me, I understand that you have experienced some very difficult times in your life. No one has the right to treat someone else in that way and you also have the right
to receive protection and support when you need it. You are not alone.
As part of the research we are doing, we care about the welfare of the people we interview and are committed to making sure that support and help is offered and provided.
There may be a time when you may like to talk to someone about your experiences. This might be now or at any time in the future. I have a list of organizations and clinics here that provide
various types of services that may be of interest to you, as they provide support, health care, legal advice and listening and social work services to people like you who may have experienced
different kinds of violence. Please contact them if you want to talk about your experiences, need help or wish to find out more information about what they offer. You can contact them
whenever you feel ready, either soon or later on.
End Line Data Collection Report for an Impact Evaluation 253
F514 I have come to the end of my questions. Thank you for participating in this interview! Is there anything you would like to add 
or ask us?
F515 DATE INTERVIEW COMPLETED (dd/mm/20yy) [__ __ /__ __ /2 0 __ __ ]
F516 TIME INTERVIEW COMPLETED (dd/mm/20yy) [_____|_____:_____|______]
F517 INTERVIEWER NOTES
--END OF SECTION –
NEXT STEPS
F518 Is current Caregiver respondent the ISLG respondent according 
to your control sheet?
Yes
No
1
2
Continue with ISLG Questionnaire for Caregiver
End interview with Caregiver and begin next survey 
254 Rwanda’s Improved Services for Vulnerable Populations Project
Caregiver Survey: Kinyarwanda Translation
Ubazwa: Urera umwana w’ibanze
Table of Contents
IGIKA A. IBIRANGA URUGO ................................................................................................................. 255
IGIKA C: AMAKURU Y’IBANZE KU MUNTU WITA KU MWANA N’UMURYANGO/umurera n’umuryango
............................................................................................................................................................ 256
IGIKA D: IBIBAZO bigenewe UWITA K’UMWANA/umurera ................................................................ 260
IGICE CYA D2. IBISUBIZO BYO KWPIMISHA VIRUSI ITERA SIDA..............................................260
IGICE CYA D3. UBUMENYI KU MIRIRE .................................................................................... 261
IGIKA E: IBIBAZO BY’UMURYANGO..................................................................................................... 263
IGICE CYA E1. IBYO UMURYANGO UTANGAHO AMAFRANGA................................................263
IGICE CYA E2. KWIHAZA MU BIRIBWA (FANTA, FTF Hunger Scale) ........................................264
IGICE CYA E3. UBURINGANIRE HAGATI Y’UMUGABO N’UMUGORE N’UBUBASHA MU GUFATA 
IBYEMEZO..............................................................................................................................267
IGICE CYA E4.KURINDA/KURENGERA UMWANA ...................................................................272
IGICE CYA E5. KUGERA KURI SERIVISI Z’UBUZIMA, KWIRINDA VIRUSI ITERA SIDA, 
KWITABWAHO NO KUVURWA ..............................................................................................273
IGIKA F: IBIBAZO BIREBANA N’ABANA ................................................................................................ 277
IGICE CYA F1. UBUZIMA BW’UMWANA NO KUMURINDA .....................................................277
IGICE CYA F2. IMIKURIRE Y’UMWANA UKIRI MUTO ..............................................................286
IGICE CYA F3. IMIRIRE............................................................................................................ 291
IGICE CYA F4. IBIPIMO BY’IMIRIRE Y’UMWANA.....................................................................297
IGICE CYA F5. UBUREZI BW’UMWANA...................................................................................299
End Line Data Collection Report for an Impact Evaluation 255
IGIKA A. IBIRANGA URUGO
IRB Study Number |_________|
A00
1
INTARA
A00
2
AKARERE
A00
3
UMURENGE
A00
4
AKAGARI
A00
5
UMUDUGUDU
A00
6
INOMERO IRANGA URUGO
A00
8
INOMERO IRANGA URERA UMWANA KU 
RUTONDE RW’ABAGIZE UMURYANGO
VERIFY CHILDREN FOR WHOM THE RESPONDENT IS THE PRIMARY CAREGIVER IN THE TRACKING 
DOCUMENT IN TABLE ON PAGE 9
256 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA C: AMAKURU Y’IBANZE KU MUNTU WITA KU MWANA 
N’UMURYANGO/umurera n’umuryango
Ngiye kukubaza ibibazo bimwe by’ibanze ku birebana nawe bwite ndetse n’umuryango wawe.
KODE Z’AMASHURI ZIKORESHWA KURI C107 na C108
0=Incuke 
1=Abanza 1
2=Abanza 2
3= Abanza 3
4= Abanza 4
5= Abanza 5
6= Abanza 6
7= Abanza 7
8= Abanza 8
11= Ayisumbuye 
1
12= Ayisumbuye 
2
13= Ayisumbuye 
3
14=Ayisumbuy
e 4 
15=Ayisumbuy
e 5
16=Ayisumbuy
e 6
17=Imyuga 1
18=Imyuga 2
19=Imyuga 3
21=Kaminuza 
1
22= Kaminuza 
2
23= Kaminuza 
3
24= Kaminuza 
4
25=Kaminuza 5 
no kuzamura
77=Ntayo
88=Simbizi
No. Ibibazo KODE z’ibisubizo
C101
Andika igitsina cy’usubiza Gabo
Gore
Ibindi 
(Kivuge)______________________
Yanze gusubiza
1
2
6
9
C102
Wavutse mu uwuhe mwaka no m’ 
ukuhe kwezi?
 
UKWEZI 
UMWAKA
C103
Wari wujuje imyaka ingahe ku 
isabukuru y’amavuko iherutse?
IMYAKA
NIBA IMYAKA IRI MUNSI YA 16, 
SIMBUKIRA KURI C106
C104
Ufite indangamuntu?
NIBA ARI YEGO, BYANDIKE MURI 
TRACKING DOCUMENT
Yego
Oya
Yanze gusubiza
1
2 
9 
C106 Wigeze ugera mu ishuri?
Yego
Oya
Yanze 
gusubiza
1
2 => 
C109
9 => 
C109
End Line Data Collection Report for an Impact Evaluation 257
No. Ibibazo KODE z’ibisubizo
C107
Ni uruhe rwego rw’amashuri 
wagarukiyemo? REBA KODE 
Z’AMASHURI HEJURU
C108
Ni uruhe rwego rw’amashuri rwa 
nyuma wasoje? REBAKODE Z’AMASHURI 
HEJURU
Niba 
Kode iri 
kuva 
kuri 7 
kugeza 
25, 
simbukir
a kuri 
C110
C109
Nifuza ko munsomere iyi nteruro. 
Ereka usubiza ikarita. Niba usubiza 
adashobora gusoma interuro yose, 
mubwire: 
Ushobora gusoma igice cy’interuro?
Ntashobora gusoma na gato
Ashobora gusoma ibice by’interuro
Ashobora gusoma interuro yose
Nta karita iriho urulimi rugomba 
gusomwa: _________________ 
(Urulimi)
Afite ubumuga bwo 
kutabona/Ntabona neza
Yanze gusubiza
1
2
3
 
4
5
9
C110 Ushobora guteranya no gukuramo 
imibare?
Yego Oya Yanze gusubiza
1 2 9
C111
Ni irihe rangamimerere ufite 
ubungubu?
Yarashyingiwe byemewe 
n’amategeko
Abana n’umuntu (Ariko 
ntibashyingiwe)
Ntiyigeze ashyingirwa
Yatandukanye cg ntabana n’uwo 
bashyingiranwe
Yarapfakaye
Yanze gusubiza
1
2
3
4
5
9
=> C113
=> C113
258 Rwanda’s Improved Services for Vulnerable Populations Project
No. Ibibazo KODE z’ibisubizo
C112
Waba ufitanye ubucuti n’undi muntu 
mutabana? (inshuti yihariye y’ igitsina 
gore cg gabo)
Yego Oya Yanze gusubiza
1 2 9
C113
NIBA ARI GITSINA GABO, JYA KURI 
C116
Ubu waba utwite?
Yego Oya Yanze gusubiza
1 2 9
C114
Ubu hari icyo uri gukora/ukoresha 
kuguringo udatwita?
Yego Oya Yanze gusubiza
1 2 9
C115
Urimo gukora/gukoresha iki/ ubuhe 
buryo kugirango udatwita ubu?
FEMALE STERILIZATION 
MALE STERILIZATION 
IUD
INJECTABLES 
IMPLANTS/JADELLE 
PILL 
CONDOM 
FEMALE CONDOM 
DIAPHRAGM 
FOAM/JELLY 
LACTATIONAL AMEN. METHOD 
RHYTHM METHOD 
STANDARD DAYS METHOD 
WITHDRAWAL 
OTHER MODERN METHOD 
BUNDI BURYO GAKONDO
A
B
C
D
E
F
G
H
I
J
K
L
M
N
X
Y
Nk’uko mubizi, abantu bamwe bakora akazi kabahemba amafaranga cyangwa ibintu. Abandi bacuruza 
ibintu, bakora ubushabitsi buciriritse cyangwa bakora imirimo mu masambu yabo cyangwa 
ubushabitsi (business) bw’umuryango. 
C116 Mu mezi 3 ashize, waba warigeze ukora kimwe 
mubyo twavuze cyangwa akandi kazi ariko kose?
Yego Oya Yanze 
gusubiza
1 2 9
1=>C118
C117
Mu mezi 12 ashize, waba warigeze ukora kimwe 
mubyo twavuze cyangwa akandi kazi ariko kose?
Yego Oya Yanze 
gusubiza
1 2 9
2=> D101
9=> D101
C118
Musanzwe mukora umwaka wose, cyangwa 
mukora mu bihe bimwe mu mwaka, cyangwa 
mukora rimwe na rimwe gusa?
Mu gihe cy’umwaka wose
Mu bihe bimwe 
by’umwaka/igice 
cy’umwaka
Rimwe na rimwe gusa
1
2
3
End Line Data Collection Report for an Impact Evaluation 259
No. Ibibazo KODE z’ibisubizo
C119
Mwishyurwa amafaranga cyangwa mu ibintu ku 
kazi mukora, cyangwa ntabwo mwishyurwa na 
mba?
Amafranga gusa
Amafranga n’ibintu
Ibintu gusa
Ntabwo nishyurwa
Yanze gusubiza
1
2
3
4
9
C120
Ni uwuhe murimo 
mukunze gukora? Ni 
ukuvuga, ni icyi cy’ibanze 
mukora ?
Hari ikindi ?
Shyira uruziga kubyo 
yavuze byose.
NIBA YEREKANYE 
IBISUBIZO BIRENZE 
KIMWE : Ni uwuhe 
murimo w’ingenzi ?
Ni uwuhe mulimo wa 
kabiri mukora ? Ni 
ukuvuga, nyuma 
y’umurimo w’ibanze, ni 
iki kindi mukora ?
Guhingira abandi
Guhinga mu 
murima yanyu
Kuragira amatungo
Umurobyi
Gucuruza 
ubuconsho 
Umucuruzi
Ubucukuzi 
bw’amabuye 
y’agaciro
Kwenga inzoga
Ubukorikori
Imirimo Umukozi wo 
mu rugo
Ububaji
ANDIKA INYUGUTI 
IJYANYE 
N’UMURIMO 
W’IBANZE
ANDIKA INYUGUTI 
IJYANYE 
N’UMURIMO 
WA KABIRI
A
B
C
D
E
F
G
H
I
J
K
Ubwubatsi
Ubuvuzi gakondo
Ubukanishi
Gusya/kubeta ifu
Ubudozi
Ubwogoshi/ibijyanye 
n’ imisatsi
Gutwika amakara
Gucuruza 
amakara/inkwi
Nta kazi agira
Umugore ukora 
imirimo yo murugo 
rwe
Umunyeshuri
Mu kiruhuko 
cy’izabukuru
Ntashobora gukora 
kubera 
uburwayi/ubumuga
Ikindi, kivuge: 
______
Nta kazi
L
M
N
O
P
Q
R
S
1
2
3
4
5
X
--- IGIKA KIRARANGIYE---
260 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA D: IBIBAZO bigenewe UWITA K’UMWANA/umurera
IGICE CYA D2. SIDA/IBISUBIZO BYO KWIPIMISHA VIRUSI ITERA SIDA
Ubu nifuza kukubaza ibibazo bijyanye no kwipimisha virusi itera SIDA.
D201 Sinshaka kumenya ibisubizo wabonye, ariko waba warigeze kwipimisha 
virusi itera SIDA?
Yego
Oya
Yanze gusubiza
1
2 => D205 
=> 
9=>D205
D202 Hashize amezi angahe mwipimishije virusi itera SIDA bwanyuma?
Amezi ashize
Abiri cyangwa arenga 95
D203
Ninde wagushishikarije kujya kwipimisha virusi itera SIDA ubwo 
uheruka?
SHYIRA MU RUZIGA IBISUBIZO BYOSE BIRI BYO
Umugabo/Umug
ore
Umubyeyi
Abandi bantu 
dufitanye isano
Umuturanyi/insh
uti
Umujyanama 
w’ubuzima
Umujyanama 
w’urungano
Abakorerabusha
ke b’ubuvuzi
Abandi: 
______________
Jye 
ubwanjye/Ntawe
A
B
C
D
E
F
G
X
Y
D204 Sinshaka kumenya ibisubizo, ariko se wabonye ibisubizo by’ikizami?
Yego
Oya
Simbyibuka
Yanze gusubiza
1
2
8
9
D205 Waba uzi ahantu abantu bashobora kujya kwipimishiriza virusi itera 
SIDA?
Yego
Oya
Yanze gusubiza
1
2
9
D206 Abana bari hagati y’imyaka 12-14 bakwiye kwigishwa gukoresha 
agakingirizo mu kiwirinda kwandura SIDA?
Yego
Oya
Yanze gusubiza
1
2
9
--- IGIKA KIRARANGIYE---
End Line Data Collection Report for an Impact Evaluation 261
IGICE CYA D3. UBUMENYI KU MIRIRE
Ubu nifuza kukubaza ibibazo bijyanye n’imirire y’abana n’ abagore batwite.
D301
Ni igihe kingana iki umwana 
yagombye amashereka yonyine 
(amezi yose)?
[MUSUBIRIREMO NIBA ARI 
NGOMBWA: Ni iyihe myaka 
isabwa ko umubyeyi agomba 
konsa gusa nta kindi ahaye 
umwana?]
Kuva avutse kugeza ku mezi atandatu
Munsi y’amezi atandatu
Hejuru y’amezi atandatu
Ntabwo mbizi
Yanze gusubiza
1
2
3
8
9
D302
Iyo uruhinja cyangwa umwana 
arwaye, agomba kugaburirwa 
ibiryo bingana n’ibyo asanzwe 
abona, bikeya cyangwa byinshi?
Ibingana n’ibisanzwe
Bikeya kubyo yajyaga abona ubusanzwe
Ibiryo byinshi kurusha ibisanzwe
Ibindi: _____________________________
Ntabwo mbizi
Yanze gusubiza
1
2
3
6
8
9
D304
Ni iki dushobora gukora kugirango 
twirinde imirire idahagije ku bana 
bari munsi y’amezi atandatu?
SHYIRA MU RUZIGA KUBYO 
YAVUZE BYOSE.
Konsa gusa
Konsa igihe cyose umwana abishatse
Kujya ku kigo nderabuzima, ibitaro kurebako umwana 
akura
Gukaba intoki mbere yuko wonsa
Ibindi____________________
Ntabwo mbizi
Yanze gusubiza
A
B
C
D
Y
Z
D305
Ni iki twakora ngo twirinde imirire 
idahagije ku bana bari gahati 
y’amezi 6-23?
SHYIRA MU RUZIGA KUBYO 
YAVUZE BYOSE.
Kujya ku kigo nderabuzima, ibitaro kurebako umwana 
akura
Kumuha ibiryo byinshi
Kumugaburira kenshi
Kubitaho cyane igihe cyo gufata ifunguro (urugero: 
kubaganiriza, gutuma Cyiza yishima igihe cy’ifunguro, 
n’ibindi) 
Komeza kwonsa
Ibindi__________________
Ntabwo mbizi
Yanze gusubiza
A
B
C
D
E
X
Y
Z
262 Rwanda’s Improved Services for Vulnerable Populations Project
D306
Hari ibihe by’ingenzi ugomba 
gukarabamo intoki kugirango 
wirindeko ifunguro ryandura. Ibyo 
bihe by’ingenzi ni ibihe?
SHYIRA MU RUZIGA KUBYO 
YAVUZE BYOSE.
Uvuye ku musarane
Umaze guhanagura umwana mu kibuno/ umaze 
guhindurira umwana ikibindo
Mbere yo gutegura/ gukora ku ifunguro
Mbere yo kugaburira umwana/ kurya
Nyuma yo gutunganya ifunguro ridatetse
Nyuma yo gukora ku mwanda/ibishingwe
Ibindi________________________
Ntabwo mbizi
Yanze gusubiza
A
B
C
D
E
F
X
Y
Z
D307
Ni gute umugore utwite akwiye 
kurya ugereranyije n’umugore 
udatwite kugirango ageze 
kumwana atwite ifunguro rikwiye 
no kumufasha gukura neza?
SHYIRA MU RUZIGA KUBYO 
YAVUZE BYOSE.
Kurya ibiryo byinshi (byinshi kuri buri nshuro cyangwa 
gufata ifunguro kenshi
Kurya ifunguro ryinshi rikungahaye cyane kuri 
proteyine(urugero, ibishyimbo, amafi, amata, n 
inyama)
Kurya ibiryo byinshi bikungahaye ku myunyu-ngugu 
(ubutare) (e.g. imboga rwatsi, inyama zo munda)
Gukoresha umunyu urimo iode mu gutegura 
amafunguro
Kuraka ibisindisha
Gufata vitamin, ibindi ntsimbura biryo wagiriye inama 
n’ abakora kwa muganga
Ibindi____________________________
Ntabwo mbizi
Yanze gusubiza
A
B
C
D
E
F
X
Y
Z
End Line Data Collection Report for an Impact Evaluation 263
IGIKA E: IBIBAZO BY’UMURYANGO
IGICE CYA E1. IBYO UMURYANGO UTANGAHO AMAFARANGA
Ubu nifuza kukubaza ibibazo bijyanye no n’ibyo urugo rukoreshamo amafaranga ? 
E10
1
Urugo rwanyu rwaba rwarahashye ibyo kurya 
mu byumweru bine bishize (yaba aribyo 
rwaguze cyangwa rwikopesheje)?
Yego
Oya
Ntabwo mbizi
Yanze gusubiza
1
2 => E103
8 => E103
9 => E103
E10
2
Urugo rwanyu rwashoboye kwishyura ibyo 
bintu mwahashywe cyangwa mwikopesheje?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
E10
3
Utekereje ubwanyuma muheruka guhaha, 
amafaranga yakoreshejwe yavuye he??
NTUMUSOMERE. IGISUBIZO KIMWE GUSA
NIBA ARI NGOMBWA SOBANUZA: ibigori, 
isukari, amavuta yo guteka
Amafaranga 
dusanganywe
Ayo twazigamye
Inguzanyo
Impano/ amafaranga 
twahawe
Ibyo wagurishije, 
sobanura 
neza_________
Ibindi, 
sobanura________
1
2
3
4
5
6
E10
4
Urugo rwanyu rwaba rwarishyuye amafaranga 
ayo ariyo yose ajyanye no kwiga mu mezi 12 
ashize?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2=> E106
8=> E106
9=> E106
E10
5
Urugo rwanyu rwaba rwarashoboye kwishyura 
ayo mafaranga ajyanye no kwiga?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
264 Rwanda’s Improved Services for Vulnerable Populations Project
E10
6
Utekereje ubwanyuma muheruka kwishyura 
mafaranga ajyanye no kwiga, amafaranga 
yakoreshejwe yavuye he?
FATA IGISUBIZO KIMWE CY’INGENZI.
NIBA ARI NGOMBWA VUGA KU: amafaranga 
y’ishuri, umwambaro w’ishuri, ibitabo, ibindi 
bikoresho
Amafaranga 
dusanganywe
Ayo twazigamye
Inguzanyo
Impano/ amafaranga 
twahawe
Ibyo wagurishije, 
sobanura 
neza_________
Ibindi, 
sobanura________
Ntibijyanye
1
2
3
4
5
6
7
E10
7
Urugo rwanyu rwaba rwarahuye n’itangwa 
ry’amafaranga ku kintu kinini kitateganyijwe, 
nko gusana inzu cyangwa kwivuza byihutirwa 
mu mezi 12 ashize?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2=> E109
8=> E109
9=> E109
E10
8
Urugo rwanyu rwaba rwarashoboye kwishyura 
ibyo bintu bitari biteganyijwe?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
E10
9
Utekereje ubwanyuma muheruka kwishyura 
mafaranga ajyanye no kwishyura ikintu kinini 
kitateganyijwe, nko gusana inzu cyangwa 
kwivuza byihutirwa, amafaranga yakoreshejwe 
yavuye he?
FATA IGISUBIZO KIMWE CY’INGENZI.
Amafaranga 
dusanganywe
Ayo twazigamye
Inguzanyo
Impano/ amafaranga 
twahawe
Ibyo wagurishije, 
sobanura 
neza_________
Ibindi, 
sobanura________
1
2
3
4
5
6
--- IGIKA KIRARANGIYE---
IGICE CYA E2. KWIHAZA MU BIRIBWA (FANTA, FTF Hunger Scale)
End Line Data Collection Report for an Impact Evaluation 265
Ubu nifuza kukubaza ibibazo bijyanye no n’ibiribwa mufungura mu rugo rwanyu
E201
Mu byumweru bine bishize, mwaba 
mwarabuze ibyo kurya ibyo aribyo 
byose bitewe no kubura ubushobozi 
bwo kubibona?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2=> E203
8=> E203
9=> E203
E202
Ibyo byabaye inshuro zingahe? 
SOMA IBISUBIZO (WISOMA
“SIMBIZI, NA “YANZE GUSUBIZA”).
Ni gakeya (inshuro1-2 mu byumweru 
4 bishize)
Rimwe na rimwe (inshuro 3-10 mu 
byumweru 4 bishize)
Akenshi (birengeje inshuro 10 mu 
byumweru 4 bishize)
Simbizi
Yanze gusubiza
1
2
3
8
9
E203
Mu byumweru 4 bishize, haba hari 
muntu murugo rwanyu wagiye
kuryama ashonje kubera ko nta biryo 
bihagije byari bihari?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2=> E205
8=> E205
9=> E205
E204
Ibyo byabaye inshuro zingahe?
SOMA IBISUBIZO (WISOMA
“SIMBIZI, NA “YANZE GUSUBIZA”).
Ni gakeya (inshuro1-2 mu byumweru 
4 bishize)
Rimwe na rimwe (inshuro 3-10 mu 
byumweru 4 bishize)
Akenshi (birengeje inshuro 10 mu 
byumweru 4 bishize)
Simbizi
Yanze gusubiza
1
2
3
8
9
E205
Mu byumweru 4 bishize, haba hari 
muntu murugo rwanyu wamaze 
umunsi wose abwiriwe akanaburara
kubera ko nta byo kurya bihagije 
bihari?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2=>Section 
E3
8=> 
Section E3
9=> 
Section E3
266 Rwanda’s Improved Services for Vulnerable Populations Project
E206
Byabaye incuro zingahe? 
SOMA IBISUBIZO (WISOMA
“SIMBIZI, NA “YANZE GUSUBIZA”).
Ni gakeya (inshuro1-2 mu byumweru 
4 bishize)
Rimwe na rimwe (inshuro 3-10 mu 
byumweru 4 bishize)
Akenshi (birengeje inshuro 10 mu 
byumweru 4 bishize)
Simbizi
Yanze gusubiza
1
2
3
8
9
--- IGIKA KIRARANGIYE---
End Line Data Collection Report for an Impact Evaluation 267
IGICE CYA E3. UBURINGANIRE HAGATI Y’UMUGABO N’UMUGORE N’UBUBASHA MU GUFATA 
IBYEMEZO
Ubu nifuza kukubaza ibibazo bijyanye no n’umuntu ufata ibyemezo mu rugo rwanyu? rwanyu.
BANZA UREBE KURI C119: 
NIBA USUBIZA YISHYURWA AMAFRANGA (C119=1 
CYANGWA 2) KOMEZA KURI E301
 
NIBA USUBIZA YISHYURWA IBINTU 
GUSA, ATISHYURWA, YANZE GUSUBIZA, 
CYANGWA ADAKORA (C119=3,4,9 
CYANGWA C117=2 CYANGWA 9) 
SIMBUKIRA GUHITAMO KURI E302.
E301
Ubusanzwe ninde akenshi ufata icyemezo cy’uko 
amafaranga wabonye akoreshwa: ni wowe, uwo 
mwashakanye, wowe n’uwo mwashakanye 
mufatanyije, ababyeyi bawe, wowe n’ababyeyi 
bawe mufatanyije, cyangwa wowe, ababyeyi bawe 
n’uwo mwashakanye bafatanyije, cyangwa undi 
muntu? 
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
BANZA UREBE KURI C111:
UBU USUBIZA YARASHYINGIWE/AFITE UMUNTU 
BABANA BITEMEWE N’AMATEGEKO(C111=1,2) 
KOMEZA KURI E302
 
UBU USUBIZA NTABWO 
YASHYINGIWE/ NTABWO 
AFITE UWO BABANA 
BITEMEWE N’AMATEGEKO 
(C111=3,4,5,9), SIMBUKIRA 
KURI E303
E302
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye nuko amafaranga umufasha wawe 
yakoreye akoreshwa: ni wowe, uwo mwashakanye, 
wowe n’uwo mwashakanye mufatanyije, ababyeyi 
bawe, wowe n’ababyeyi bawe mufatanyije, 
cyangwa wowe, ababyeyi bawe n’uwo 
mwashakanye bafatanyije, cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
1
2
34
5
6
66
77
268 Rwanda’s Improved Services for Vulnerable Populations Project
Abandi, bavuge: 
______________
Umufasha ntacyo yinjiza
E303
Ubusanzwe ninde akenshi ufata icyemezo
kinjyanye n’ ubuvuzi bwawe: ni wowe, uwo 
mwashakanye, wowe n’uwo mwashakanye 
mufatanyije, ababyeyi bawe, wowe n’ababyeyi 
bawe mufatanyije, cyangwa wowe, ababyeyi bawe 
n’uwo mwashakanye bafatanyije, cyangwa undi 
muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
E304
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye n’ubuvuzi bw’ umwana/abana bawe: ni 
wowe, uwo mwashakanye, wowe n’uwo 
mwashakanye mufatanyije, ababyeyi bawe, wowe 
n’ababyeyi bawe mufatanyije, cyangwa wowe, 
ababyeyi bawe n’uwo mwashakanye bafatanyije, 
cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
E304.
a
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye n’ibiryo umwana/abana bawe barya: ni 
wowe, uwo mwashakanye, wowe n’uwo 
mwashakanye mufatanyije, ababyeyi bawe, wowe 
n’ababyeyi bawe mufatanyije, cyangwa wowe, 
ababyeyi bawe n’uwo mwashakanye bafatanyije, 
cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
E304.
b
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye nuko umwana/abana bawe bitabira 
amashuli y’ incuke: ni wowe, uwo mwashakanye, 
wowe n’uwo mwashakanye mufatanyije, ababyeyi 
bawe, wowe n’ababyeyi bawe mufatanyije, 
cyangwa wowe, ababyeyi bawe n’uwo 
mwashakanye bafatanyije, cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
1
2
3
4
5
6
End Line Data Collection Report for an Impact Evaluation 269
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Nta mwana ufite munsi 
y’imyaka itanu
Izo serivisi ntizihari
Izo servisi ntazizi
Abandi, bavuge: 
______________
7
77
88
66
E305
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye no guhaha ibintu bitwara amafaranga 
menshi mu: ni wowe, uwo mwashakanye, wowe 
n’uwo mwashakanye mufatanyije, ababyeyi bawe, 
wowe n’ababyeyi bawe mufatanyije, cyangwa 
wowe, ababyeyi bawe n’uwo mwashakanye 
bafatanyije, cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
E306
Ubusanzwe ninde ufata icyemezo ku bijyanye no 
guhaha ibintu bikenerwa umunsi ku wundi mu 
muryango: wowe, uwo mwashakanye, wowe 
n’uwo mwashakanye mufatanyije, ababyeyi bawe, 
wowe n’ababyeyi bawe mufatanyije, cyangwa 
wowe, ababyeyi bawe n’uwo mwashakanye 
bafatanyije, cyangwa undi muntu uwo ariwe wese? 
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye no guhaha ibintu nkenerwa buri munsi 
murugo rwanyu: ni wowe, uwo mwashakanye, 
wowe n’uwo mwashakanye mufatanyije, ababyeyi 
bawe, wowe n’ababyeyi bawe mufatanyije, 
cyangwa wowe, ababyeyi bawe n’uwo 
mwashakanye bafatanyije, cyangwa undi muntu?
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we
Ababyeyi
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Abandi, bavuge: 
______________
1
2
3
4
5
6
66
E307
Ubusanzwe ninde ufata icyemezo ku bijyanye niba 
mukoresha cyangwa mudakoresha ibiringaniza 
urubyaro cyangwa uko mwatatanya imbyaro mu 
rugo rwanyu: wowe, uwo mwashakanye, wowe 
n’uwo mwashakanye mufatanyije, ababyeyi bawe, 
wowe n’ababyeyi bawe mufatanyije, cyangwa 
wowe, ababyeyi bawe n’uwo mwashakanye 
Usubiza
Umufasha
Usubiza afatanyije 
n’umufasha we (bombi)
Ababyeyi
1
2
3
4
5
270 Rwanda’s Improved Services for Vulnerable Populations Project
bafatanyije, cyangwa undi muntu uwo ariwe wese? 
Ubusanzwe ninde akenshi ufata icyemezo 
kinjyanye no guhaha ibintu nkenerwa buri munsi 
murugo rwanyu: ni wowe, uwo mwashakanye, 
wowe n’uwo mwashakanye mufatanyije, ababyeyi 
bawe, wowe n’ababyeyi bawe mufatanyije, 
cyangwa wowe, ababyeyi bawe n’uwo 
mwashakanye bafatanyije, cyangwa undi muntu?
Usubiza afatanyije 
n’ababayeyi
Usubiza, ababyeyi hamwe 
n’umufasha 
Nta cyemezo cyafashwe
6
7
E308
Mu bashakanye, ninde utekereza ufite ijambo riruta ry’ undi mu 
gufata ibyemezo mu bikurikira; n’ umugabo, umugore, bombi 
ku buryo bungana: 
Musomere A-F
Umuga
bo
Umugo
re 
Bombi ku 
buryo 
bungana
E308.
A
g) Kugura ibikoresho bihenze byo mu nzu 1 2 3
E308.
B
h) Ibihahwa buri munsi mu rugo 1 2 3
E308.
C
i) Guhita kubijyanye n’ ubuvuzi bw’ umwana/abana 1 2 3
E308.
D
j) Guhitamo igikoreshwa amafaranga umugore 
yakoreye mu kazi ke 1 2 3
E308.
E
k) Guhitamo igikoreshwa amafaranga umugabo 
yakoreye mu kazi ke 1 2 3
E308.
F
l) Guhitamo umubare w’ abana babyara 1 2 3
Ubaza: Ni ingirakamaro kubaza ibibazo bisigaye mu cyumba cy’ibanga cyangwa ahantu h’ ibanga 
kure y’aho abandi bantu badashobora kumva ibibazo cyangwa ibisubizo. Igihe ibanga 
ritubahirijwe/ribangamiwe muri iki IGIKA (nk’urugero, undi muntu wo mu muryango yinjiye mu 
cyumba), ugomba guhagarika kubaza ibibazo kugeza igihe ibanga ubona risubiye mu buryo. Ikindi 
cyongeyeho, igihe uwitabiriye ikiganiro atwawe n’ ibitekerezo cyangwa atishimye muri ibi bibazo, 
ugomba gufata akaruhuko kandi ukamubaza niba yumva ameze neza. Nanone kandi baza niba 
ashaka gukomeza ibazwa, gufata akaruhuko bitewe n’igihe, simbuka ibi bibazo, cyangwa 
simbukira ku gika gikurikira.
Hitamo: Baza gusa ab’igitsina gore niba yarashyingiwe cg afite uwo babana 
USUBIZA NI IGITSINA GORE 
WASHYINGIWE/UFITE UWO BABANA 
WATORANYIJWE KUBAZWA IKI GICE
USUBIZA NI UNDI WESE UTATORANIJWE KUBAZWA 
IKI GICE E401
End Line Data Collection Report for an Impact Evaluation 271
Ubu noneho ndashaka kukubaza ibibazo birebana n’ibintu by’ingenzi ku ubuzima bw’igitsina 
gore. Hari ingaruka zimwe ku gice gikurikira muri iki kiganiro. Turaza kukubaza ibibazo birebana 
n’ imibanire yawe hamwe n’uwo mwashakanye cyangwa uwo mukundana na niba wigeze 
uhura n’ ihohoterwa ry’ umubiri. Birashoboka ko wakumva biguteye ikibazo cyangwa 
utisanzura igihe uganira natwe kuri iyi ngingo. Igihe wumva utisanzuye cyangwa ubangamiwe, 
wambwira cyangwa ukabwira abakozi bw’umushinga wacu. Ushobora kandi guhagarika 
ikiganiro igihe icyo aricyo cyose. Ntabwo tuzasangiza ibisubizo byawe undi muntu uwo ariwe 
wese kandi ntawundi muntu wo mu rugo rwanyu ubazwa ibibazo bisa n’ibi. Ariko, birashoboka 
ko abagize rugo rwanyu, cyangwa umugabo wawe/ uwo mukundana ashobora kudashimishwa 
n’uko wagize uruhare muri iki kiganiro. Kandi, niba ubishatse, nshobora kuguha amakuru ku 
bantu bafasha gitsina gore bafitanye bibazo n’abagabo babo cyangwa abo bakundana.
E309
Mu mezi 12 ashize, umugabo wawe/uwo 
mukundana cyangwa uwo washatse 
ubwanyuma yaba yaragukoreye kimwe muri 
ibi bikurikira?
Yego Oya Simbizi Yanze Uwo 
bab
ana
gusubiza 
ama
ze 
igih
e 
ada
hari
E309.1 k) Kugukubita urushyi? 1 2 8 9 6
E309.2
l) Kugushikuza ukuboko cyangwa 
kugukurura imisatsi?
1 2 8 9 
E309.3
m) Kugusunika, kugucugusa cyangwa 
kuguhirikiraho ikintu?
1 2 8 9 
E309.4
n) Kugukubita igipfunsi cyangwa ikindi kintu 
gishobora kugukomeretsa?
1 2 8 9 
E309.5
o) Kugukandagira, kugukurura cyangwa
kugukubita?
1 2 8 9 
E309.6
p) Kugerageza kukuniga cyangwa kugutwika 
abigambiriye?
1 2 8 9 
E309.7
q) Kugutera ubwoba cyangwa kukurwanya 
yitwaje icyuma, imbunda cyangwa iyindi 
ntwaro iyo ariyo yose?
1 2 8 9 
E309.8
r) Kuguhatiriza mukorane imibonano 
mpuzabitsina utabishaka?
1 2 8 9 
E309.9
s) Kuguhatiriza (akoresheje imbaraga) 
ukore ibindi bikorwa bijyanye 
n’imibonano mpuzabitsina utabishaka?
1 2 8 9 
272 Rwanda’s Improved Services for Vulnerable Populations Project
E309.1
0
t) Kuguhatiriza (akoresheje ibindi bitari 
imbaraga) ukore ibindi bikorwa bijyanye 
n’imibonano mpuzabitsina utabishaka?
1 2 8 9 
--IGIKA KIRARANGIYE—
IGICE CYA E4. KURINDA/KURENGERA UMWANA
Ubu nifuza ko tuganira kubyo utekereza ku ikinyabupfura ku umwana.
E401
Mu rugo, utekereza ko gukubita umwana 
aribwo buryo bukwiye bwo kumuhana 
cyangwa bwatuma yumvira?
Igihe Rimwe Gake Nta Ntabizi 
Yanze
cyose na rimwe na rimwe 
gusubiza
 1 2 3 4 8 
9 
E402
Ku ishuri, utekereza ko gukubita umwana 
aribwo buryo bukwiye bwo kumuhana 
cyangwa bwatuma yumvira?
 1 2 3 4 8 
9 
--- IGIKA KIRARANGIYE---
End Line Data Collection Report for an Impact Evaluation 273
IGICE CYA E5. KUGERA KURI SERIVISI Z’UBUZIMA, KWIRINDA VIRUSI ITERA SIDA, KWITABWAHO NO 
KUVURWA
E501 I am going to read out a list of items and services. Please 
tell me if you or anyone else in your household has 
received or accessed any of these items or services in the 
last 6 months.
SERVICE
ANSWER CATEGORIES
IF RESPONDENT 
LINE NUMBER 201-
220 OR 401-420 ASK: 
Did you receive this 
service or someone else 
in the household?
E501.1 Kwipimisha virusi itera SIDA YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.2 Amashuli yo kwigisha abahinzi mu 
murima
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.3 Guhabwa amatungo magufi YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.4 Guhabwa imbuto YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.5 Amahugurwa yo gutekera, kugaburira 
no kwita ku bana muri rusange
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.6 Guhabwa ibiribwa YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.7 Amakuru kuburyo bwo kwirinda SIDA 
‘izindi ndwara zandurira mu mibonano 
mpuzabitsina
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.8 Amakuru ajyanye no kuringaniza 
urubyaro no gutatanya urubyaro
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.9 Amahugurwa ku mikurire y’abana 
bato
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.10 Amahugurwa ku kwiteza imbere mu 
mibereho no gukora imirimo ibyara inyungu
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
274 Rwanda’s Improved Services for Vulnerable Populations Project
E501.11 Amashyirahamwe yo kuzigama no 
kuguriza
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.12 Amahugurwa y' ubumenyi 
bukenerwa mu buzima muri rusange
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.13 Inkunga /inguzanyo yo kwiga 
ubumenyi ngiro (Imyuga)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.14 Amahugurwa yo kwitegurira 
umurimo
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.15 Gufashwa n’abashinzwe ihungabana 
bagusanze mu rugo cg umusosiyale
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.16 Guhabwa ibikoresho by’ishuli cg 
imyambaro y’ishuli
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.17 Inkunga yo kwandikisha umwana 
wavutse
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.18 Inzitiramubu iteye umuti YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.19 Amakuru y’ uko warinda 
umwana.wakubungabunga umwana
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.20 Amakuru ku mirire k’umugore 
utwite cg wonsa 
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.21 Ibigo bikurikirana abakorewe 
ihohoterwa rishingiye ku gitsina (Isange One 
stop center)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.22 Amakuru ku bijyanye n’ubuzima 
n’uburenganzira ku buzima bw’imyororokere
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
End Line Data Collection Report for an Impact Evaluation 275
E501.23 Amakuru ajyanye n' isuku (amazi 
meza, gukaraba intoki)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.24 Amakuru ku bijyanye n’igitsina gabo 
kumva ibyerekeye ubwuzuzanye 
n’uburinganire mu rugo
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.25 Umugoroba w’ababyeyi YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.26 Kwita no kuvura ababana 
n’ubwandu bw’agakoko gatera SIDA
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.27 Ubujyanama ku ikingizwa ry’umwana YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.28 Ububyeyi buboneye/ buteza umwana 
imbere
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.29 Gukurikirana imikurire y’abana YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.30 Udukingirizo tw' ubuntu YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.31 Ibiganiro hagati y' ababyeyi n' abana ku 
imyororokere n' ibijyanye n' imibonanompuza 
bitsina
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
E501.32 Itoza rya bato kugirango bemere nka 
bantu bikitegererezo mu ako gace (mentorship 
program)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA
8 => KOMEZA
9 => KOMEZA
USUBIZA
UNDU MU 
RUGO RW’ 
USUBIZA
BOMBI
1
2
3
Noneho reka tuganire ku bijyanye na serivisi z’ubuvuzi.
E504
Bigutwara igihe kingana gite kugera ku kigo 
cy’ubuvuzi ukunda kujyaho ku bijyanye 
n’ubuvuzi bw’umwana?
:
Amasaha: Iminota
ABATANGA SERIVISI BANSANGA AHO NTUYE…..0000 -> E506
SINJYA /SINIGEZE NKORESHA IYO SERIVISE……7777 →E506
276 Rwanda’s Improved Services for Vulnerable Populations Project
SIMBIZI………………………………………8888
E505
Ukoresha ubuhe buryo kugera yo?
SHYIRA MU RUZIGA IBYO AVUZE BYOSE
Amaguru…………………………………………………A
Igare……………………………………………..B
Moto/Ipikipiki…………………………..……………………C
Bisi…………………………………………………….D
Imodoka/Taxi………………………………E
Ubundi buryo___________________________X
E506
Bigutwara igihe kingana gite kugera ku kigo 
cy’ubuvuzi ukunda kujyaho ku bijyanye no
gukingiza no gukurikirana imikurire y’umwana 
na serivisi z’imirire?
:
Amasaha: Iminota
ABATANGA SERIVISI BANSANGA AHO NTUYE…..0000 -> E508
SINJYA /SINIGEZE NKORESHA IYO SERIVISE……7777 →E508
SIMBIZI………………………………………8888
E507
Ukoresha ubuhe buryo kugera yo?
SHYIRA MU RUZIGA IBYO AVUZE BYOSE
Amaguru…………………………………………………A
Bigare……………………………………………..B
Ipikipiki…………………………..……………………C
Bisi…………………………………………………….D
Imodoka/Taxi………………………………E
Ubundi Buryo___________________________X
E508
Bigutwara igihe kingana gite kugera ku kigo 
cy’ubuvuzi ukunda kujyaho ku bijyanye no 
kwipimisha virusi itera SIDA?
:
Amasaha: Iminota
ABATANGA SERIVISI BANSANGA AHO NTUYE…..0000 -> E510
SINJYA /SINIGEZE NKORESHA IYO SERIVISE……7777 →E510
SIMBIZI………………………………………8888
E509
Ukoresha ubuhe buryo kugera yo?
SHYIRA MU RUZIGA IBYO AVUZE BYOSE
Amaguru…………………………………………………A
Bigare……………………………………………..B
Ipikipiki…………………………..……………………C
Bisi…………………………………………………….D
Imodoka/Taxi………………………………E
Ubundi Buryo___________________________X
E510
Bigutwara igihe kingana gite kugera ku kigo 
cy’ubuvuzi ukunda kujyaho ku bijyanye no 
kuringaniza urubyaro?
:
Amasaha: Iminota
ABATANGA SERIVISI BANSANGA AHO NTUYE…..0000 -> SOZA 
IGIKA
SINJYA /SINIGEZE NKORESHA IYO SERIVISE……7777 → SOZA 
IGIKA
SIMBIZI………………………………………8888
E511
Ukoresha ubuhe buryo kugera yo?
SHYIRA MU RUZIGA IBYO AVUZE BYOSE
Amaguru…………………………………………………A
Bigare……………………………………………..B
Ipikipiki…………………………..……………………C
Bisi…………………………………………………….D
Imodoka/Taxi………………………………E
Ubundi Buryo___________________________X
--- IGIKA KIRARANGIYE---
Ngeze ku musozo w’ibibazo birebana nawe hamwe n’ukuriye urugo rwanyu. Ubu nifuza kukubaza 
ibibazo bimwe birebana n’abana banyu. Reka dutangirane na [AMAZINA] . (Tangirira ku mwana 
muto kuruta abandi bose ukurikize umukurikira gutyo kugeza ubabije ku bana bose bafite 
imyaka 17 no munsi yayo (imyaka 0-17)
End Line Data Collection Report for an Impact Evaluation 277
IGIKA F: IBIBAZO BIREBANA N’ABANA
IGICE CYA F1. UBUZIMA BW’UMWANA NO KUMURINDA
BAZA IBIBAZO KU BANA IGIHE ABABARERA ARIBO BABARERA B’IBANZE. UKURIKIJE IMYAKA Y’UMWANA, BAZA IBIBAZO BIJYANYE MU MPAGARIKE. TANGIRIRA KU 
MWANA UFITE IMYAKA MIKE URANGIRIZE K’URUTA ABANDI. NIBA HARI ABANA BARENZE UMWE BAHUJE IKIGERO CY’IMYAKA, BIRAGUSABA KONGERA URUPAPURO 
KURI IBI BIBAZO NONEHO WUZUZE IBIBAZO BIJYANYE. 
Ubu tugiye kuganira kuri [shyiramo izina ry’umwana].
No. Ikibazo Umwana (amezi 0-59) Umwana (imyaka 5-12) Umwana (imyaka 13-17) Simbuka
F101 ANDIKA/EMEZA IZINA RY’UMWANA
F102 INOMERO IRANGA UMWANA UBARIZWA MU 
MURYANGO
F103 ANDIKA/EMEZA IGITSINA CY’UMWANA
Gabo 1 Gabo 1 Gabo 1
Gore
Ibindi 
_______________
Yanze gusubiza
2
6
9
Gore
Ibindi 
_______________
Yanze gusubiza
2
6
9
Gore
Ibindi 
_______________
Yanze gusubiza
2
6
9
F104 [AMAZINA] yaba yaranditswe ku umurenge mu 
bitabo by’ amavuko?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
F105
[AMAZINA] yaba afite icyemezo cy’amavuko
(act de naissance/attestion de naissance)?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza 
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
2,8,9 => 
F107
278 Rwanda’s Improved Services for Vulnerable Populations Project
F106
Mushobora kunyereka icyo cyemezo 
cy’amavuko cya [AMAZINA] ?
Nayibonye/Nabyemeje 1 Nayibonye/Nabyemeje 1 Nayibonye/Nabyemeje 1
Sinayibonye/Sinabyem
eje 2
Sinayibonye/Sinabyem
eje 2
Sinayibonye/Sinabyem
eje 2
F107
Ni mu kuhe kwezi n’umwaka [AMAZINA] 
yavutse? 
(NIBA ICYEMEZO CY’AMAVUKO GIHARI UBWO 
ANDIKA ITARIKI Y’AMAVUKO IRI KU CYEMEZO 
CY’AMAVUKO)
NTIBIZWI, SABA URERA UMWANA 
AGERERANYE
Ukwezi Umwaka Ukwezi Umwaka Ukwezi Umwaka 
F108
Nyibutsa, [AMAZINA] yari ufite imyaka ingahe 
ku itariki y’amavuko ye iheruka?
EMEZA UKWEZI N’UMWAKA W’AMAVUKO 
KURI F107 KANDI UKOSORE NIBIBA 
NGOMBWA. WIHASIMBUKA HATUJUJE. IGIHE 
ATABIZI, BAZA URERA UMWANA 
AGERERANYE.
ANDIKA AMEZI UMWANA NIBA AFITE MUNSI 
Y’IMYAKA 2.
NIBA UMWANA ARI HAGATI Y’AMEZI 0-23, 
SHYIRAMO 0 KU MWAKA NONEHO USHYIRE 
UMUBARE W’AMEZI MU KAZU K’AMEZI.
IMYAKA
AMEZI
IMYAKA IMYAKA
F109
Mufitanye iyihe sano na [AMAZINA] ?
Reba KODE ahagana hasi.
NIBA ISANO MUFITANYE RITARI KU RUTONDE, 
KORESHA CODE 66 NONEHO USOBANURE 
IRYO ARI RYO.
End Line Data Collection Report for an Impact Evaluation 279
KODE ZIKORESHWA KURI F109: ISANO IRI HAGATI Y’URERA ABANA W’IBANZE N’ABANA BO MU MURYANGO.
01=Nyina bwite
02=Se bwite
03=Mukase/Nyina bitari bwite
04=Umugabo wa nyina/Se bitari bwite
05=Mushiki we 
06=Musaza we
07= Nyirasenge/Nyina wabo
08=Se wabo/Nyirarume
09=Nyirakuru
10= Sekuru
11=Utari uwo mu 
muryango/Igitsina gore
12= Utari uwo mu 
muryango/Igitsina gabo
13=We ubwe
66=Irindi, sobanura
280 Rwanda’s Improved Services for Vulnerable Populations Project
Ubu nifuza ko tuganira k’ubuzima bwa [AMAZINA] .
No. Ikibazo Umwana uri hagati y’amezi 0-59 Umwana uri hagati y’imyaka 
5-12
Umwana uri hagati y’imyaka 
13-17 Simbuka
F111
Muri rusange wavuga, ko ubuzima bwa 
[AMAZINA] bwifashe gute?
SOMA IBISUBIZO
Burahebuje
Bwiza cyane
Bwiza
Murugero
Ni bubi/burakennye
1
2
3
4
5
Burahebuje
Bwiza cyane
Bwiza
Murugero
Ni bubi/burakennye
1
2
3
4
5
Burahebuje
Bwiza cyane
Bwiza
Murugero
Ni 
bubi/burakennye
1
2
3
4
5
F112
Mu byumweru 2 byashize, [AMAZINA] yaba 
yararwaye kuburyo adakora ibikorwa bye bya 
buri munsi?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
F113 [AMAZINA] afite ubumuga butuma atabasha 
kugira uruhare mu bikorwa bya buri munsi?
yego
oya
yabyanze
1
2
9
yego
oya
yabyanze
1
2
9
yego
oya
yabyanze
1
2
9
2,9 => 
F115
F114 Wansobanura gute ubwo bumuga bwa 
[AMAZINA] ?
Ubumuga bwo 
kutabona na mba 
cyangwa kutabona 
neza
Ubumuga bwo 
kutumva na mba 
cyangwa kutumva neza
Afite ikibazo mu 
kwiga/gufata ibintu 
bishya 
1
2
3
Ubumuga bwo 
kutabona na mba 
cyangwa kutabona 
neza
Ubumuga bwo 
kutumva na mba 
cyangwa kutumva 
neza
1
2
3
Ubumuga bwo 
kutabona na mba 
cyangwa kutabona 
neza
Ubumuga bwo 
kutumva na mba 
cyangwa kutumva 
neza
1
2
3
End Line Data Collection Report for an Impact Evaluation 281
Ubumuga bw’ingingo 
z’umubiri 
Ibindi____________
4
6
Afite ikibazo mu 
kwiga/gufata ibintu 
bishya 
Ubumuga bw’ingingo 
z’umubiri 
Ibindi____________
4
6
Afite ikibazo mu 
kwiga/gufata ibintu 
bishya 
Ubumuga bw’ingingo 
z’umubiri 
Ibindi____________
4
6
F115
Sinshaka kumenya ibisubizo, ariko [AMAZINA] 
yaba yarigeze yipimisha ngo arebeko niba afite 
virusi itera SIDA?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
2,8,9=>F
117
F115
.1
Hashize amazi angahe kuva ubwanyuma [INITIALS] 
aheruka kwisuzumisha virusi itera SIDA?
Amezi ashize
Niba arengeje imyaka 2 = 95 
Amezi ashize
Niba arengeje imyaka 2 
=95 
Months ago
Niba arengeje imyaka 2 = 95 
F116 Sinshaka kumenya ibisubizo, ariko uzi ibisubizo 
by’ibizami bya [AMAZINA] ?
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
No. Ikibazo Umwana uri hagati y’amezi 0-59 Umwana uri hagati y’imyaka 5-12
Umwana uri 
hagati 
y’imyaka 13-17
Gusimbuk
a
F117
Ngiye kugusomera urutonde rw’ibintu na servisi. Nifuza ko umbwira niba [INYUGUTI ZITANGIRA AMAZINA y’umwana] yarahawe cyangwa yarabonye iki kintu 
cyangwa servisi mu mezi 6 ashize.
SOMA SERIVISI
282 Rwanda’s Improved Services for Vulnerable Populations Project
F117.1 Umujyanama w’ isana mutima 
(counseling) / cyangwa umukozi ushinzwe 
imibereho myiza bamusuye mu rugo.
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 13-17
F117.2 Ubuvuzi buturutse ku bavuzi babigize 
umwuga 1 2 8 9 1 2 8 9
F117.3 Minerivali yishyurwa n’umushinga 1 2 8 9 1 2 8 9
F117.4Ibyangombwa by’ishuri cyangwa 
imyenda y’ishuri by’ubuntu 1 2 8 9 1 2 8 9
F117.5 Inyongera ya Vitamine A zivuye mu 
muryango runaka 1 2 8 9 1 2 8 9
F117.6 Inyongerafunguro, ibiribwa 
by’ubutabazi 1 2 8 9 1 2 8 9
F118 [AMAZINA] yagize impiswi mu byumweru 2 
bishize?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati y’imyaka 5-12 Ntubaze hagati 
y’imyaka 13-17
2,8,9=>F1
23
F119 Mwigeze mushaka ubufasha cyangwa ubuvuzi
bw’ impiswi ahantu ahariho hose?
 1 2 8 9
Ntubaze hagati y’imyaka 5-12 Ntubaze hagati 
y’imyaka 13-17
2 =>121
8,9 =>122
F12
0
Ni hehe mwashakiye ubujyanama 
cyangwa umuti? Nta handi?
SHYIRA MU RUZIGA IBISUBIZO BYOSE 
UHAWE.
Inzego z’ubuvuzi za Leta
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
Ibitaro bikuru ku rwego rw’igihugu A
Ibitaro by’akarere B
Ikigonderabuzima C
Agashami k’ubuzima (Health post) D
Abaganga basura abaturage aho batuye
(outreach) E
End Line Data Collection Report for an Impact Evaluation 283
Abajyanama b’ubuzima F
Izindi nzego za Leta, 
zivuge_______________________ G
Inzego z’ubuvuzi zigenga
Ivuriro rifite ibikorwa bikomatanyije 
(Polyclinic) H
Ivuriro (Clinic) I
Akavuriro gatoya (Dispensary) J
Aho bagurira imiti/Farumasi (Pharmacy) K
Ibindi bigo by ’ubuvuzi byigenga, bivuge L
: _sobanura______________________
Ahandi 
Akaduka (Kiosk) M
Abavuzi ba gakondo N
Urusengero O
Inshuti,abavandimwe P
F12
2
Ahandi(sobanura) X
F120.18 Simbizi Y
F120.18 Yanze gusubiza Z
[IZINA] yigeze ahabwa ibi bikurikira byo 
kunywa kuva yafatwa n’ impiswi?
Yego oya Ntabizi Yanze gusubiza
1 2 8 9
284 Rwanda’s Improved Services for Vulnerable Populations Project
F122.1 Ubufasha bwa mbere bw’amazi 
y’imyunyungugu yo kuvura umwuma 
(SRO)?
F122.2 Ibinyobwa byagenwe na leta 
bikorera mu rugo? 1 2 8 9
No. Ikibazo Umwana uri hagati y’amezi 0-59 Umwana uri hagati 
y’imyaka 5-12
Umwana uri hagati 
y’imyaka 13-17
Gusimbuk
a
F123
[AMAZINA] yaba yaragize umuriro igihe 
icyo aricyo cyose mu byumweru 2 bishize?
 Yego oya Ntabizi Yanze 
gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyakla 13-17
2,8,9=>F2
01
F124
Mwigeze mushaka ubufasha cyangwa 
ubuvuzi bw’uwomuriro ahantu ahariho 
hose?
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
2=>
F126
8,9 
=>F127
F125
Ni hehe mwashakiye ubujyanama 
cyangwa umuti? Nta handi?
SHYIRA MU RUZIGA IBISUBIZO BYOSE 
UHAWE.
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
Inzego z’ubuvuzi za Leta
Ibitaro bikuru ku rwego rw’igihugu
A
Ibitaro by’akarere B
Ikigonderabuzima C
Agashami k’ubuzima (Health post) D
End Line Data Collection Report for an Impact Evaluation 285
Abaganga basura abaturage aho 
batuye (outreach) E
Abajyanama b’ubuzima F
Izindi nzego za Leta, 
zivuge_______________________ G
Inzego z’ubuvuzi zigenga
Ivuriro rifite ibikorwa bikomatanyije 
(Polyclinic)
Ivuriro (Clinic) H
Akavuriro gatoya (Dispensary) I
Aho bagurira imiti/Farumasi
(Pharmacy) J
Ibindi bigo by ’ubuvuzi byigenga, 
bivuge K
: 
_sobanura______________________ L
Ahandi 
Akaduka (Kiosk)
M
N
Abavuzi ba gakondo O
Urusengero P
Inshuti,abavandimwe X
Ahandi(sobanura) Y
286 Rwanda’s Improved Services for Vulnerable Populations Project
Simbizi Z
F127
Igihe icyo aricyo cyose mu burwayi 
(INYUGUTI ZITANGIRA AMAZINA), yigeze 
afata imiti y’ubwo burwayi?
Yego Oya Ntabizi Yanze gusubiza
 1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
-- IGIKA KIRARANGIYE---
IGICE CYA F2. IMIKURIRE Y’UMWANA UKIRI MUTO
AMABWIRIZA K’ UBAZA: BAZA IBIBAZO BIKURIKIRA KU BANA BARI HAGATI Y’AMEZI 0-59.
No. Ikibazo Umwana uri hagati y’amezi 0-59
Umwana 
uri hagati 
y’imyaka 
5-12
Imwana 
uri hagati 
y’imyaka 
13-17
Gusimbu
ka
F201 Ubu nifuza kumenya ibyo [IZINA] akinisha igihe ari mu rugo.
F201_1
d) [AMAZINA] akinisha: udukinisho dukorerwa mu rugo (twavuga 
nk’igikinisho cy’isura y’umuntu (igipupe), utumodoka cyangwa 
utundi dukinisho dukorerwa mu rugo)?
Yego Oya Simbizi Yanze 
gusubiza
1 2 8 9
Ntubaze 
hagati 
y’imyakla 5-
12
Ntubaze 
hagati 
y’imyakla 13-
17
F201_2 e) [AMAZINA] akinisha: udukinisho two mu iduka cyangwa mva 
ruganda?
1 2 8 9
Ntubaze 
hagati 
y’imyakla 5-
12
Ntubaze 
hagati 
y’imyakla 13-
17
End Line Data Collection Report for an Impact Evaluation 287
F201_3
f) [AMAZINA] akinisha: ibikoresho byo mu rugo (twavuga nka 
ibisorori cyangwa amasafuriya) cyangwa ibikoresho byo hanze 
(twavuga nka uduti dutoya, amabuye, ibikinisho bikomoka ku 
nyamaswa cyangwa amababi)?
1 2 8 9
Ntubaze 
hagati 
y’imyakla 5-
12
Ntubaze 
hagati 
y’imyaka 13-
17
F202
Rimwe na rimwe abantu bakuru bita ku bana bakenera kuva mu rugo 
bakajya guhaha, kumesa imyenda, cyangwa kubera izindi mpamvu 
bikabagomba gusiga abana. Ni iminsi ingahe mu cyumweru cyashize 
[IZINA] yasigaye wenyine igihe kirenze isaha?
NIBA “NTA N’UMWE”, INJIZA “0”. NIBA “NTABYO AZI”, INJIZA “8”.
UMUBARE W’IMINSI
Ntubaze 
hagati 
y’imyaka 5-
12
Ntubaze 
hagati 
y’imyaka 13-
17
F203
Mu minsi itatu yashize, waba cyangwa undi muntu mu muryango urengeje imyaka 15 yarakoze ibi bintu 
bikurikira na [AMAZINA] : 
 Yego Oya Simbizi Yanze gusubiza
Ntubaze 
hagati 
y’imyaka 
5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F203_1
g) Mwarasomeye [AMAZINA] ibitabo 
kugirango arebe amashusho cyangwa 
waramweretse amashusho 
1 2 8 9
Ntubaze 
hagati 
y’imyaka 
5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F203_2 h) Mwarabariye inkuru [AMAZINA] 1 2 8 9
F203_3
i) Mwararirimbiye cg wararirimbanye 
indirimbo na [IZINA] [AMAZINA] , harimo 
uturirimbo dutuje/dusinziriza?
1 2 8 9
F203_4 j) Mwarajyanye [AMAZINA] hanze y’urugo 
cyangwa mu rupangu?
1 2 8 9
F203_5 k) Mwarakinnye na [AMAZINA] 1 2 8 9
288 Rwanda’s Improved Services for Vulnerable Populations Project
F203_6
l) Mwarise amazina ibuntu, warabaze, 
cyangwa warashushanyirije ibintu hamwe 
na [AMAZINA] ?
1 2 8 9
F204
Genzura imyaka y’umwana ( imyaka yatanzwe)
Umwana ufite imyaka 0,1, cyangwa 2 (amezi 0-35) →simbuka ujye ku cyiciro (IGICE CYA F3: IKORESHWA RY’IBIRIBWA/ IMIRIRE).
Umwana ufite amezi 36 kugera kuri 59 ( imyaka 3&4) → komeza na F205
NO. Ikibazo Umwana ufite amezi 0-59
Umwana 
ufite 
imyaka 5-
12
Umwana ufite 
imyaka 13-17
Sim
buka
F205
[AMAZINA] yaba ajya ahantu bigisha abana bato 
cyane, habahigenga cyangwa aha Leta, amashuri 
y’incuke, ikigo cy’amashuri, ibibuga byo gukiniraho, 
cyangwa ahantu hateguiriwe kwita ku bana bato?
Yego Oya Simbizi Yanze gusubiza
 1 2 8 9
Ntubaze 
hagati 
y’imyaka 
5-12
Ntubaze 
hagati 
y’imyaka 13-
17
2,8,9
F2
07
F206
Mu minsi 7 ishize, ni nk’ amasaha angahe 
yabyitabiriye [AMAZINA] ? UMUBARE W’AMASAHA
Ntubaze 
hagati 
y’imyaka 
5-12
Ntubaze 
hagati 
y’imyaka 13-
17
Ubu nifuza ko tuganira k’ ubuzima n’ imikurire y’ umwana. Abana ntibakura ku rugero rumwe cyangwa ngo . Urugero, bamwe bamenya kugenda mbere 
y’ abandi. Ibibazo bikurikirye bijyany n’ mikurire y’umwana.
F207
[AMAZINA] azi cyangwa yavuga byibura inyuguti 
icumi hagati ya A-Z ( alphabet)?
Yego Oya Simbizi Yanze gusubiza
 1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
End Line Data Collection Report for an Impact Evaluation 289
F208
[AMAZINA] ashobora gusoma byibura amagambo ane 
yoroshye, asanzwe akoreshwa cyane?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F209.
[AMAZINA] azi amazina n’ ibirango by’ imibare kuva 
kuri 1 kugera ku 10?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F210.
[AMAZINA] ashobora gutora ikintu gitoya n’intoki 
ebyiri nk’agati cyangwa akabuye
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F211.
[AMAZINA] rimwe na rimwe aba arwaye ku buryo 
adashobora gukina?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F212.
[AMAZINA] akurikiza amabwiriza yoroheje ku buryo 
yakora ikintu neza?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F213.
Iyo ahawe ikintu cyo gukora, [AMAZINA] ashobora 
kugikora wenyine nta wundi umufashije? 1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
290 Rwanda’s Improved Services for Vulnerable Populations Project
y’imyaka 13-
17
F214.
[AMAZINA] abana n’ abandi bana neza nta kibazo?
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F215.
[AMAZINA] yaba akandagira, aruma, ahirika abandi 
bana cyangwa abakuru?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
F216.
[AMAZINA] yaba arangara byihuse?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze 
hagati 
y’imyaka 13-
17
--- IGIKA KIRARANGIYE---
End Line Data Collection Report for an Impact Evaluation 291
IGICE CYA F3. IMIRIRE
AMABWIRIZA K’ UBAZA: BAZA IBIBAZO BIKURIKIRA KU BANA BARI HAGATI Y’AMEZI 0-59.
Ikibazo
Umwana ufite amezi0-59
Umwana 
ufite 
imyaka 5-
12
Umwana 
ufite 
imyaka 13-
17
Simbuka
Ubu nifuza ko tuganira ku byo [AMAZINA] arya n’ ibyo anywa
F301 [AMAZINA] yaba yarigeze yonka?
Yego Oya Simbizi Yanze 
gusubiz
a 
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-
12
Ntubaze hagati 
y’imyaka 13-17 2,8,9 => 
F303
F302 [AMAZINA] yaba yaronse ejo hashize ku manywa cyangwa nijoro? 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-
12
Ntubaze hagati 
y’imyaka 13-17
F303
Rimwe na rimwe abana bahabwa amashereka mu buryo 
butandukanye, nk’urugero hakoreshejwe ikiyiko, igikombe 
cyangwa bibero.
Ibi bishobora kubaho igihe mama we adashobora kuba hamwe 
n’umwana we buri gihe. Rimwe na rimwe abana bonswa n’undi 
mubyeyi cyangwa bagahabwa amashereka y’undi mubyeyi 
hakoreshejwe ikiyiko, agakombe cyangwa bibero, cyangwa ubundi 
buryo. Ibi bibaho igihe mama adashoboye konsa umwana we.
[AMAZINA] yaba yarahawe amashereka muri bumwe muri ubu 
buryo ejo hashize amanywa cyangwa nijoro?
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-
12
Ntubaze hagati 
y’imyaka 13-17
292 Rwanda’s Improved Services for Vulnerable Populations Project
Igikurikiyeho ndashaka kukubaza ibirebana n’ibyo kunywa [AMAZINA] ejo yanyoye ku manywa cyangwa nijoro. Ndibanda cyane kumenya niba 
yaranyoye ibyo ngiye kukubwira niyo byaba byaravanzwe n’ibindi. [Ibiri ku kutonde]?
SOMA IBIBAZO BIKURIKIRA. SOMA URUTONDE RW’IBINYOBWA KIMWE KIMWE, UHEREYE KU “AMAZI YONYINE”, WANDIKE YEGO CYANGWA OYA, 
UKO BIKWIYE.
No. Ikibazo Umwana uri hagati y’amezi0 
kugera 59
Umwana uri 
hagati y’imyaka 
5-12
Umwana uri 
hagati y’imyaka 
13-17
Simbuka 
F304 [AMAZINA] yanyweye amazi yonyine?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F305 [AMAZINA] yabonye amata y’ imfashabere (nka Gigozi….)? 1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17 2,8,9 
=>F307
F306
Ni inshuro zingahe ejo ku manywa cyangwa nijoro [AMAZINA] 
yanyoye amata y’ imfashabere (nka Gigozi)?
NIBA ATABIZI, ANDIKA ‘88’ INSHURO
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F307 [AMAZINA] yanyweye amata ayo ari yose yaba ayo mubikopo, 
ay’ ifu, cyangwa amata asanzwe?
Yego Oya Simbizi Yanze 
gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17 2,8,9 
=>F309
F308
Ni inshuro zingahe ejo ku manywa cyangwa nijoro [AMAZINA] 
yanyoye ayo mata?
NIBA ATABIZI, ANDIKA ‘88’ INSHURO
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F309 [AMAZINA] yaba yaranyoye umutobe uwo ariwo wose? Yego Oya Simbizi Yanze 
gusubiza
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
End Line Data Collection Report for an Impact Evaluation 293
1 2 8 9
F310 [AMAZINA] yaranyoye umufa/potage? 1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F311
[AMAZINA] yaranyoyeyawurute cyangwa ikivuguto?
1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
2,8,9 
=>F313
F312 Ni inshuro zingahe ejo ku manywa cyangwa nijoro [AMAZINA] 
yanyoye yogurt cyangwa ikivuguto? NIBA ATABIZI, ANDIKA ‘88’
INSHURO
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F313 [IZINA] yafashe igikoma icyo aricyo cyose [AMAZINA] ?
Yego Oya Simbizi Yanze 
gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F314 [AMAZINA] yaba yaranyoye ikindi kinyobwa icyo aricyo cyose? 1 2 8 9 Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
Ndagusabye sobanura ikintu cyose [AMAZINA] yariye ejo ku manywa cyangwa nijoro, haba mu rugo cyangwa hanze y’urugo. 
A) Tekereza ku igihe [AMAZINA] yabyukiye bwa mbere ejo. Hari ikintu yariye icyo gihe [AMAZINA] ? 
NIBA ARI YEGO: mbwira ikintu cyose [AMAZINA] yariye icyo gihe. PROBE: hari ikindi? KUGEZA UBWO USUBIZA NTA KINDI KINTU AVUZE KINDI. NONEHO 
KOMEZA KU GICE CYA B. NIBA ARI OYA, KOMEZA KU GICE CYA B.
B) Ni iki [AMAZINA] yakoze nyuma y’ibyo? [AMAZINA] yariye ikindi kintu icyo gihe?
NIBA ARI YEGO: ndagusabye mbwira ikintu cyose yariye icyo gihe [AMAZINA] . Ongera ubaze: hari ikindi? KUGEZA IGIHE USUBIZA NTA KINDI KINTU AVUZE.
SUBIRAMO IKIBAZO B) KUGEZA UBWO USUBIZA AVUZE KO UMWANA YAGIYE KURYAMA KUGEZA UMUNSI UKURIKIYE.
NIBA USUBIZA AVUZE IBIRYO BIVANZE ( ibyo kurya bikozwe mu bintu birenga kimwe), NKA ISUPU CYANGWA IGIKOMA, PROBE:
294 Rwanda’s Improved Services for Vulnerable Populations Project
C) Ni ibihe bintu byari bigize iyo mvange [ibyo kurya bivanze]? PROBE: hari ikindi? KUGEZA UBWO USUBIZA ATAVUGA IKINDI KINTU.
UKO USUBIZA AVUGA IBYO KURYA, ANDIKA IGISUBIZO MU TUZU DUKURIKIRA MU KICIRO CY’IBIRIBWA. NIBA IBYOKURYA BITARI KU RUTONDE RW’IBYICIRO 
BY’IBIRYO RUKURIKIRA, ANDIKA IBYO KURYA MU KAZU KANDITSEHO ‘IBINDI BIRIBWA’. NIBA ARI IBIRIBWA BIKORESHWA GAKE CYANGWA NKA IBYONGERA 
UBURYOHE, BIBARIRWA MU CYICIRO CYO KURWOSHYA IBIRIBWA. 
IGIHE USUBIZA ARANGIJE KWIBUTSA IBIRIBWA BYARIWE, SOMA BURI CYICIRO CY’IBIRIBWA AHO’1’ ITANDITSWE MU KAZU K’IBISUBIZO, BAZA IKIBAZO 
GIKURIKIRA NONEHO WANDIKE ‘1’ NIBA USUBIZA AVUZE YEGO,’2’ NIBA ARI OYA, NA ‘8’ NIBA ATABIZI:
Ejo ku manywa cyangwa nijoro, [AMAZINA] yaba yaranyweye cyangwa yarariye kimwe muri ibi [ibiribwa biri mu byiciro byatanzwe]?
No. Ikibazo
Umwana uri hagati y’amezi0 kugera 
59
Umwana uri 
hagati 
y’imyaka 5-12
Umwana uri 
hagati y’imyaka 
13-17
Simbuk
a 
F315
Ibiribwa bicuruzwa by’abana, nka Cerelac, Guigoz, igikoma cy’ifu 
y’imvange ikungahaye mu ntunga mubiri?
 Yego Oya Simbizi Yanze 
gusubiza
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F316
Ibiribwa bikoze mu mpeke, nk’umugati, umuceri, noodles, igikoma, 
cyangwa [umugati, umutsima w’ibigori, ifarine y’ibigori, uburo, 
umuceri, amasaka, cyangwa ikindi kiribwa gikozwe mu mpeke?
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F317
Ibihaza, karoti, icunga cyangwa ibijumba by’ umuhundo cyangwa 
Orange?
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F318
Ibinyamafufu by’ umweru nka (ibijumba, ibikoro, imyumbati, 
amateke, ibirayi, cyangwa ibindi bihingwa by’ibinyabijumba?] 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F319
Amabibabi y’ icyatsi kibisi aro ariyo yose y’ibihingwa nka [dodo, 
ibisusa, amashu yo mubushinwa, imboga rwatsi, ishu, ibitika, 
isombe , cyangwa amabibabi y’ibijumba bikiri mu murima?
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
End Line Data Collection Report for an Impact Evaluation 295
F320
Imyembe ihiye, amapapayi ahiye cyangwa amapera.
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F321
Izindi mbuto cyangwa imboga
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F322
Ibyo kurya bikoze mu binyamisogwe nka ibishyimbo, amashaza, 
lentiye, inkori, ubunyobwa, soya, cyangwa ubundi bwoko bwi 
binyamisogwe 
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F324
Umwijima, impyiko, umutima, cyangwa indi nyama iyo ariyo yose yo 
munda 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F325 Inyama iyo ariyo yose, nk’iy’inka, ingurube, intama, ihene, inkoko, 
cyangwa imbata
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F326
Amagi
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F327
Amafi mabisi cyangwa ayumye, ibiribwa byo mu nyanja
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F328
Amavuta y’inka, yawurute, ikivuguto, cyangwa ubundi bwoko 
bw’ibindi bikomoka ku mata 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
296 Rwanda’s Improved Services for Vulnerable Populations Project
F329
Ibiribwa biryohereye nka chocola, bombo, keke, ibisukuti cyangwa 
ibindi binyamasukari 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F330
Ibirungo byongera uburyohe, nka mucyayicyayi, urusenda, ibyatsi, 
cyangwa ifu y’amafi 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F331
Isenene, inswa cyangwa utundi dukoko 
1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F332
Amavuta ayo ariyo yose, ibinure. Amavuta y’inka, cyangwa ikiribwa 
cyose gikoze muri ibi 1 2 8 9
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F333 Ibindi biribwa<byandike hano> ____________________________
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
Reba niba ibyiciro F315-F333:
Niba byose ari ‘oya’>> F334
Niba byibuze kimwe ari’yego’ cyangwa byose ari ‘Simbizi’>> F335
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F334
[AMAZINA] ejo ku manywa cyangwa nijoro yariye ibikomeye, ibijya 
gukomera, cyangwa ibiryo byoroshye? 
Niba ari ‘yego’ PROBE: Ni ubuhe bwoko bw’ibikomeye, ibijya 
gukomera, cyangwa ibyoroshye [AMAZINA] yariye?
Yego 1 >>Probe 
ibyo yariye uzuza muri yego ku 
gisubizo bijyanye 
F315-F334
Oya 2 >> End IGIKA
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
End Line Data Collection Report for an Impact Evaluation 297
F335
Ni inshuro zingahe [AMAZINA] yariye ibikomeye, ibijya gukomera, 
cyangwa ibyoroshye bitari ibyo kunywa ejo ku manywa cyangwa 
nijoro?
ANDIKA’88’ NIBA ATABIZI
INSHURO
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
--- IGIKA KIRARANGIYE---
IGICE CYA F4. IBIPIMO BY’IMIRIRE Y’UMWANA
AMABWIRIZA K’UBAZA/TABLET PROGRAMMER: BAZA IKI GIKA GUSA NIBA UMWANA AFITE AMEZI 0 – 59.
No. Ikibazo
Umwana uri hagati y’amezi0 kugera 59
Umwana uri 
hagati 
y’imyaka 5-12
Umwana uri 
hagati y’imyaka 
13-17
Simbuk
a 
F401
Umukozi wo ku kigo cy’ubuvuzi cyangwa umujyanama 
w’ubuzima yaba yarabasuye agapima [AMAZINA] ikizigira 
cy’akaboko mu mezi 12 ashize?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17 2,8,9 -
=>F403
F402
Ni inshuro zingahe [AMAZINA] yapimwe ikizigira mu mezi 
12 ashize?
 Inshuro
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F403
Umukozi wo ku kigo cy’ubuvuzi cyangwa umujyanama 
w’ubuzima yaba yarabasuye abashishikariza kujyana 
umwana ku kigo nderabuzima kugirango afatirwe ibipimo 
bijyanye n’imikurire mu mezi 12 ashize?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
298 Rwanda’s Improved Services for Vulnerable Populations Project
F404
Wowe cyangwa undi muntu yaba yarajyanye umwana ku 
kigo nderabuzima gupimisha ibijyanye n’imikurire 
y’umwana mu mezi 12 ashize?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17 2,8,9=>F
406
F405
Ni inshuro zingahe umwana yajyanywe ku kigo 
nderabuzima gupimwa ibijyanye n’imikurire mu mezi 12 
ashize?
 Inshuro
Ntubaze hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
F406
Twnda gusoza! Nshobora gupima ukuboko k’umwana 
wawe?
KU MWANA UFITE HAGATI Y’AMEZI 0-59, PIMA 
UMUZENGURUKO W’IKIZIGIRA CY’UKUBOKO. ANDIKA 
IBYO WABONYE UPIMA.
.
CM
Ntubaze 
hagati 
y’imyaka 5-12
Ntubaze hagati 
y’imyaka 13-17
--- IGIKA KIRARANGIYE---
End Line Data Collection Report for an Impact Evaluation 299
IGICE CYA F5. UBUREZI BW’UMWANA
BAZA IKI GICE GUSA KU BANA BAFITE NIBURA IMYAKA ITANU
KODE Z’AMASHURI YIZE KURI F505, F509, na F510
0=Incuke 
1=Abanza 1
2=Abanza 2
3= Abanza 3
4= Abanza 4
5= Abanza 5
6= Abanza 6
7= Abanza 7
8= Abanza 8
11= Ayisumbuye 1
12= Ayisumbuye 2
13= Ayisumbuye 3
14=Ayisumbuye 4 
15=Ayisumbuye 5
16=Ayisumbuye 6
17=Imyuga 1
18=Imyuga 2
19=Imyuga 3
21=Kaminuza 1
22= Kaminuza 2
23= Kaminuza 3
24= Kaminuza 4
25=Kaminuza 5 no 
kuzamura
77=Ntayo
88=Simbizi
No. Ikibazo
Umwana uri 
hagati 
y’amezi0 
kugera 59
Umwana uri hagati y’imyaka 5-12 Umwana uri hagati y’imyaka 13-
17
Simbuka
Ubu mfite ibibazo bimwe nkubaza ku [AMAZINA] ku birebana no kwiga
F501 Ubu tuvugana [AMAZINA] ariga? 
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
Niba ari oya: 
F506
F502 [AMAZINA] ari mu bihe by’amasomo ubu 
ngubu?
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
1 2 8 9 1 2 8 9
F503 Ntubaze 
umwana uri 
1 2 8 9 1 2 8 9 Niba ari OYA, 
SIMBIZI, 
300 Rwanda’s Improved Services for Vulnerable Populations Project
Mu cyumweru gishize cy’amasomo (cg 
icyumweru cy’amasomo cyashize (atari 
icyumweru cy’ibazwa/ibizamini/test) muri iki 
gihembwe, [AMAZINA] yigeze asiba ishuri ku 
mpamvu iyo ariyo yose?
hagati y’amezi 
0-59
YANZE 
GUSUBIZA: 
F505
F504
Kuki [AMAZINA] yasibye ishuri mu cyumweru 
cyashize (cyangwa icyumweru cya nyuma mu 
gihe bigaga (atari icyumweru cy’ibazwa) muri 
iki gihembwe)?
NTUSOME IBISUBIZO. SHYIRA MU 
RUZIGAIGISUBIZO CYA MBERE CY’INGENZI.
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Nta mafaranga y’ishuri, nta 
bikoresho, nta mafranga 
y’urugendo. 
1 Nta mafaranga y’ishuri, nta 
bikoresho, nta mafranga 
y’urugendo
1
Yari arwaye cyane ntiyabasha 
kujya kwiga 
2 Yari arwaye cyane ntiyabasha 
kujya kwiga 
2
Ishuri riri kure cyane/ nta 
shuri riri hafi y’urugo
3 Ishuri riri kure cyane/ nta 
shuri riri hafi y’urugo
3
Yagombaga gukora kugirango 
afashe urugo
4 Yagombaga gukora kugirango 
afashe urugo
4
Yagombaga kwita ku bandi 
bantu bo mu rugo barwaye
5 Yagombaga kwita ku bandi 
bantu bo mu rugo barwaye
5
Ntakunda ishuri 6 Ntakunda ishuri 6
Amasomo yarasubitswe 7 Amasomo yarasubitswe 7
Ibindi____________ 66 Ibindi____________ 66
F505
Ni mu wuhe mwaka [AMAZINA] ubu yiga mu 
uwuhe mwaka w’ amashuli muri iki gihembwe 
cy’amasomo?
REBA KODE Z’AMASHURI HEJURU
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Byose: F508
End Line Data Collection Report for an Impact Evaluation 301
No. Ikibazo
Umwana uri 
hagati 
y’amezi0 
kugera 59
Umwana uri hagati y’imyaka 5-12 Umwana uri hagati y’imyaka 13-
17 Simbuka
F506
 kuki [AMAZINA] atarimo kwiga ubu?
NTUSOME IBISUBIZO. SHYIRA MU RUZIGA IGISUBIZO 
CYA MBERE CY’INGENZI.
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Nta mafaranga y’ishuri, nta 
bikoresho, nta mafaranga 
y’urugendo. 
1 Nta mafaranga y’ishuri, nta 
bikoresho, nta mafaranga 
y’urugendo. 
1
Umwana ararwaye cyane 
ntiyabasha kujya kwiga
2 Umwana ararwaye cyane 
ntiyabasha kujya kwiga
2
Ishuri riri kure cyane/ nta shuri riri 
hafi y’urugo
3 Ishuri riri kure cyane/ nta 
shuri riri hafi y’urugo
3
Agomba gukora ngo afashe urugo
4 Agomba gukora ngo afashe 
urugo
4
Agomba kwita ku bandi bantu bo 
mu rugo barwaye
5 Agomba kwita ku bandi 
bantu bo mu rugo barwaye
5
Ntakunda ishuri 6 Ntakunda ishuri 6
Amasomo yarasubitswe 7 Amasomo yarasubitswe 7
Aracyari muto kugirango ajye 
kwiga
8 Aracyari muto kugirango ajye 
kwiga
Ibindi_________ 66 Ibindi____________ 66
F507 [AMAZINA] yigeze ajya mu ishuri?
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
2,8,9 
=>F513
302 Rwanda’s Improved Services for Vulnerable Populations Project
F508 Umwaka ushize w’amashuri (2017) [AMAZINA] 
yigaga?
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
2,8,9 
=>F512
F509
Ni uwuhe mwaka/urwego rw’ishuri [AMAZINA] 
yigagamo umwaka ushize (2017)?
REBA KODE Z’AMASHURI HEJURU.
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
F510
Mu cyumweru cya nyuma cy’amasomo (atari 
icyumweru cy’ibazwa/ibizamini/test) mu 
gihembwe cya nyuma cya 2017, [AMAZINA] 
yigeze asiba ishuri ku mpamvu iyo ariyo yose?
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Yego Oya Yanze 
gusubiza
1 2 9
Yego Oya Yanze 
gusubiza
1 2 9
Niba ari 
Oya cg 
Yanze 
gusubiza: 
=>F512
F511
Kuki [AMAZINA] yasibye ishuri mu cyumweru 
cya nyuma cya masomo (atari icyumweru 
cy’ibazwa) mu gihembwe cya nyuma cya 
2016?
NTUSOME IBISUBIZO. SHYIRA MU RUZIGA 
IGISUBIZO CYA MBERE CY’INGENZI.
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Nta mafaranga y’ishuri, nta 
bikoresho, nta mafranga 
y’urugendo
1 Nta mafaranga y’ishuri, nta 
bikoresho, nta mafranga 
y’urugendo
1
Yarwaye cyane ntiyabasha 
kujya kwiga
2 Yarwaye cyane ntiyabasha 
kujya kwiga
2
Ishuri riri kure cyane/ nta shuri 
riri hafi y’urugo
3 Ishuri riri kure cyane/ nta 
shuri riri hafi y’urugo
3
Yagombaga gukora kugirango 
afashe urugo 
4 Yagombaga gukora 
kugirango afashe urugo 
4
Yagombaga kwita ku bandi bantu 
bo mu rugo barwaye
5 Yagombaga kwita ku bandi 
bantu bo mu rugo barwaye
5
Ntakunda ishuri 6 Ntakunda ishuri 6
End Line Data Collection Report for an Impact Evaluation 303
Amasomo yarasubitswe 7 Amasomo yarasubitswe 7
Ibindi: ______________ 66 Ibindi: ______________ 66
F512
Ni uruhe rwego rw’amashuri rwo hejuru 
[AMAZINA] yarangije?
REBA CODES Z’AMASHURI HEJURU.
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
F513
REBA IMYAKA Y’UMWANA KURI F108. NIBA 
AFITE IMYAKA 5-9, SIMBUKIRA KURI F511. 
NIBA FITE IMYAKA 10-17, BAZA :
Yaba [AMAZINA] yarahawe inkunga yo kwiga 
Imyuga/Ubumenyingiro (TVET) ?
Ntubaze 
umwana uri 
hagati y’amezi 
0-59
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
Yego 
Oya
Ntabwo mbizi
Yanze gusubiza
1
2
8
9
BISABWA YUJUJE
USUBIZA YABA YAKUBWIYE KO YARAKOREWE IHOHOTERWA 
MU GIHE CYASHIZE? 
__Yego 
__Oya
USUBIZA YABA YIGEZE AGARAGAZA KUDATEKANA MUGANIRA 
URUGERO AMARIRA KUMUBUNGA MU MASO, UBURAKARI, 
AGAHINDA, GUTITIRA, GUHUMEKA INSIGANE N'IBINDI…?
__Yego 
__Oya
304 Rwanda’s Improved Services for Vulnerable Populations Project
USUBIZA YABA YAKUBWIYE KO ARI MU KAGA (MU BYAGO)?
__Yego 
__Oya
USUBIZA YABA YAKUBWIYEKO UBU ADATEKANYE CYANGWA KO YASABYE 
UBUFASHA KU IHOHOTERWA YAKOREWE MURI MU KIGANIRO?
__Yego 
__Oya
NIBA IBIBAZO BYOSE HARUGURU BISUBIJWE OYA N’ USIBIZA NTABWO
ASUBIJE NTAHOHOTERWA AHURA NARYO, KOMEZA USOZE UHITAMO
NUMERO YA MBERE(1)
NIBA YASUBIJE YEGO MURI KIMWE MU BIBAZO YABAJIJWE HARUGURU,
KOMEZA USOZE UHITAMO NUMERO YA KABIRI (2)
SOZA AMAHITAMO RIMWE (1): USUBIZA NTA NA KIMWE MU BISABWA 
YUJUJE
Ndabashimiye cyane ku bwo kumfasha. Nishimiye igihe cyanyu mwampaye . 
Nziko ibi bibazo byaba byabakomereye gusubiza ariko ni mu gutega amatwi 
abagore nkawe byadufasha gusobanukirwa ubuzima n'imibereho by'abagore 
mu Rwanda.
End Line Data Collection Report for an Impact Evaluation 305
Hari ubwo ibibazo nakubajije byaba byakwibukije ibihe wowe cyangwa undi 
muntu uzi mwanyuzemo mu buzima bukomeye ugatekereza ko wagira uwo 
wabiganiriza. Wenda wasanga ari ubu cyangwase mu gihe kiri imbere. Dore 
urutonde rw'ibigo bitanga serivise zishobora kugufasha. Wabahamagara 
ukeneye ubufasha cyangwa andi makuru y'ingenzi. Wabahamagara igihe 
icyo ari cyo cyose ubishatse. 
SOZA AMAHITAMO RIMWE (2): USUBIZA KIMWE MU BISABWA YUJUJE
Ndabashimiye cyane ku bwo kumfasha. Nishimiye igihe cyanyu mwampaye . 
Nziko ibi bibazo byaba byabakomereye gusubiza ariko ni mu gutega amatwi 
abagore nkawe byadufasha gusobanukirwa ubuzima n'imibereho by'abagore 
mu Rwanda.
Nkurikije ibyo wambwiye ndumva warahuye n'ibibazo bikomeye mu buzima 
bwawe. Nta muntu n'umwe ufite uburenganzira bwo guhohotera undi muri 
ubu buryo. Ufite uburenganzira bwo kurindwa no guhabwa ubufasha igihe 
ubukeneye. Nturi wenyine.
Mu bushakashatsi dukora, twita ku mibereho myiza y'abantu tuganiriza, 
tukaniyemeza kugenzura ko ubufasha bagenerwa bubageraho.
Hari ubwo wifuza kugira uwo uganiriza ibyawe.Ibi bishobora kuba uyu munsi 
cyangwa ikindi gihe. Dore urutonde rw'ibigo n'amavuriro bitanga ubifasha 
wakenera, nkuko bitanga ubufasha, bikita ku buzima, ubujyanama ku 
mategeko bikanatega amatwi abantu nkawe bahura n'ihohoterwa 
ritandukanye. Wabahamagara uramutse wifuza kubabwira ibyawe, ukeneye 
ubufasha cyangwa wifuza kumenya amakuru kuri serivisi batanga. Ushobora 
kubahamagara igihe wumva witeguye, byaba akakanya cyangwa ikindi gihe
306 Rwanda’s Improved Services for Vulnerable Populations Project
F514 Ngeze ku musozo w’ibibazo byanjye. Murakoze kubera uruhare rwanyu muri iki kiganiro! Haba hari ikindi 
mwifuza kongeraho cg kumbaza?
F515 ITARIKI IKIGANIRO KIRANGIRIYE (dd/mm/20yy) [_______/_____/20____]
F516 ISAHA IKIGANIRO KIRANGIRIYE (dd/mm/20yy) [_____|_____ :_____|____]
F517 IBINDI UBAZA YONGERAHO
--IGIKA KIRARANGIYE–
IBIKURIKIRAHO
F518 Uyu usubiza ubu (urera umwana w’ibanze wasubije) ni 
nawe usubiza ISLG ukurikije Control sheet wujuje?
Yego
Oya
1
2
Niba ari Yego, komeza na ISLG 
questionnaire kuri we.
Niba ari Oya, rangiza ibazwa 
ukomeze n’izinde 
questionnaires
End Line Data Collection Report for an Impact Evaluation 307
Household Survey
Table of Contents
MODULE A. HOUSEHOLD IDENTIFICATION COVER SHEET ...................................................................................................... 308
MODULE C. HOUSEHOLD ROSTER AND DEMOGRAPHICS........................................................................................................ 308
MODULE D. DWELLING CHARACTERISTICS ............................................................................................................................. 317
MODULE E. HOUSEHOLD TRANSFERS AND CREDIT SENT / RECEIVED...................................................................................... 322
SECTION E1. TRANSFERS GIVEN TO INDIVIDUALS OUTSIDE OF THE HOUSEHOLD OR TO ORGANIZATIONS ......................... 322
SECTION E2. TRANSFERS RECEIVED FROM INDIVIDUALS ...................................................................................................... 323
SECTION E3. TRANSFERS RECEIVED NGO & GOVERNMENT .................................................................................................. 324
SECTION E4. SAVINGS............................................................................................................................................................ 328
MODULE F. HOUSEHOLD CONSUMPTION EXPENDITURE ........................................................................................................ 330
SECTION F1. FOOD CONSUMPTION OVER PAST MONTH (FOUR WEEKS) ............................................................................. 330
SECTION F2. NON-FOOD EXPENDITURES OVER PAST ONE MONTH (FOUR WEEKS) ............................................................. 338
SECTION F3. NON-FOOD EXPENDITURES OVER PAST TWELVE MONTHS .............................................................................. 341
SECTION F5. HOUSEHOLD FARMING AND FARM ASSETS...................................................................................................... 350
SECTION F6. CULTIVATION .................................................................................................................................................... 351
SECTION F7. AGRICULTURAL ASSETS..................................................................................................................................... 352
MODULE G. SHOCKS ............................................................................................................................................................... 356
SECTION G1. NEGATIVE EVENTS............................................................................................................................................ 356
SECTION G2. POSITIVE EVENTS.............................................................................................................................................. 358
MODULE H: ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT ............................................................... 358
308 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE A. Household Identification Cover Sheet 
Note to Programmer: Preprogram the IRB Study Number into tablets for all surveys so interviewers do not need to 
document this.
IRB Study Number |_________|
IDENTIFICATION DATA
A001 PROVINCE
A002 DISTRICT
A003 SECTOR
A004 CELL
A005 VILLAGE
A006 HOUSEHOLD IDENTIFICATION NUMBER
MODULE C. Household Roster and Demographics
SECTION C1. ROSTER
Table 3. Adults and Children Combined
CODES FOR C114. CLASS LEVEL CODES
0=Pre-Primary
1=Primary 1
2=Primary 2
3=Primary 3
4= Primary 4
5=Primary 5
6=Primary 6
7=Primary 7
8=Primary 8
17=TVET1
18=TVET2
19=TVET3
11= Secondary 1
12= Secondary 2
13= Secondary 3
14= Secondary 4
15= Secondary 5
16= Secondary 6
21=University 1
22=University 2
23=University 3
24=University 4
25=Univ. 5 and above
77=None
88=Don’t Know
COMPLETE TABLES 1 AND 2 (QUESTIONS C101-C106) IN THE TRACKING DOCUMENT
CODES FOR C109: RELATIONSHIP TO HEAD OF HOUSEHOLD FOR ADULTS IN HOUSEHOLD
1 = HEAD
2 = WIFE OR HUSBAND
3 = SON OR DAUGHTER
4 = SON-IN-LAW or DAUGHTER-IN-LAW
5 = GRANDCHILD
6 = PARENT
7 = PARENT-IN-LAW
8 = SIBLING
9 = OTHER RELATIVE
10 = ADOPTED/FOSTER/STEPCHILD
11 = NOT RELATED
88 = DON’T KNOW
CODES FOR C111: RELATIONSHIP OF MAIN CAREGIVER TO THE CHILDREN IN HOUSEHOLD
01=Biological Mother
02=Biological Father 
03=Step-Mother/ Foster Mother
04=Step-Father/Foster Father 
05=Sister
06=Brother
07=Aunt
08=Uncle
09=Grandmother
10=Grandfather
11= Non-Family 
Member Female
12= Non-Family 
Member Male 
13=Self 
66=Other
88=Don’t Know
End Line Data Collection Report for an Impact Evaluation 309
Now I would like to ask you some further questions about the members of your household.
C106.1 
Line 
Number
(pre￾populat
ed from 
101-
end of 
adult 
list, and 
201 –
end of 
children 
list)
C106.2 List 
initials of 
household 
members 
From table 
1 and 2 in 
ID survey. 
C107. Is 
(INITIAL
) male 
or 
female?
1=Male, 
2=Fema
le
6=Other 
(specify)
9=Refus
e
C108. How old is 
(INITIAL)?
RECORD AGE IN 
YEARS. IF LESS THAN 
1 YEAR OLD, PUT 0 
FOR YEARS AND 
RECORD NUMBER 
OF MONTHS 
DOUBLE CHECK 
CORRECT 
PLACEMENT OF 
HOUSEHOLD 
MEMBER BASED ON 
AGE. IF MEMBER 
PLACED IN WRONG 
TABLE, PLEASE 
CORRECT.
C109. What is 
the relationship 
of (INITAL) to 
the head of the 
household?
See 
Relationship
codes above
ALL ADULTS 
AGED 18+ SKIP 
TO C114.
NOTE: IF HH 
HEAD IS AGED 
10-17, ANSWER 
C110-C113.
C110: Who usually 
cares for/looks 
after (INITIAL)? 
INSERT LINE 
NUMBER OF MAIN 
CAREGIVER
IF (INITAL) TAKES 
CARE OF 
HER/HIMSELF,REC
ORD THEIR LINE 
NUMBER (from 
C104.1) HERE FOR 
C110 AND ‘13’ 
FOR C111. THEN 
ASK C112.
C111. What 
is the 
relationship 
to the child 
of the main 
person who 
cares 
for/looks 
after 
(INITIAL)?
See 
Relationship 
Codes 
above.
If parent, 
probe for 
biological 
/non￾biological.
C112. If 
C111=01, 
record 1=Yes 
for C112 and 
skip to C113
Is (INITIAL)'s 
natural 
mother 
alive?
1=Yes, 
2=No=>C113
8=DK=>C113
C112.1 Does 
(INITIAL)’s 
natural 
mother 
usually live 
in this 
household?
IF YES: What 
is her name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 000
C113. If 
C111=02, 
record 
1=Yes for 
C113 and 
skip to 
C114
Is 
(INITIAL)'s 
natural 
father 
alive?
1=Yes,
2=No=>C11
4 
8=DK=>C11
4
C113.1 
Does 
(INITIAL)’s 
natural 
father 
usually live 
in this 
household?
IF YES: 
What is his 
name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 
000
C114. Filter: 
Ask of those 
>3 years of 
age. What is 
the highest 
class level that 
[INITIAL] has 
completed in 
school? 
See Class level 
codes below.
C114.1 
Filter: 
Ask of 
those 
aged 10 
or older:. 
What is 
your 
current 
marital 
status? 
See 
marital 
status 
codes 
below.
101. __ __ years __ 
__months
102. __ __ years __ 
__months
103. __ __ years __ 
__months
104. __ __ years __ 
__months
105. __ __ years __ 
__months
106. __ __ years __ 
__months
107. __ __ years __ 
__months
108. __ __ years __ 
__months
109. __ __ years __ 
__months
110. __ __ years __ 
__months
310 Rwanda’s Improved Services for Vulnerable Populations Project
C106.1 
Line 
Number
(pre￾populat
ed from 
101-
end of 
adult 
list, and 
201 –
end of 
children 
list)
C106.2 List 
initials of 
household 
members 
From table 
1 and 2 in 
ID survey. 
C107. Is 
(INITIAL
) male 
or 
female?
1=Male, 
2=Fema
le
6=Other 
(specify)
9=Refus
e
C108. How old is 
(INITIAL)?
RECORD AGE IN 
YEARS. IF LESS THAN 
1 YEAR OLD, PUT 0 
FOR YEARS AND 
RECORD NUMBER 
OF MONTHS 
DOUBLE CHECK 
CORRECT 
PLACEMENT OF 
HOUSEHOLD 
MEMBER BASED ON 
AGE. IF MEMBER 
PLACED IN WRONG 
TABLE, PLEASE 
CORRECT.
C109. What is 
the relationship 
of (INITAL) to 
the head of the 
household?
See 
Relationship
codes above
ALL ADULTS 
AGED 18+ SKIP 
TO C114.
NOTE: IF HH 
HEAD IS AGED 
10-17, ANSWER 
C110-C113.
C110: Who usually 
cares for/looks 
after (INITIAL)? 
INSERT LINE 
NUMBER OF MAIN 
CAREGIVER
IF (INITAL) TAKES 
CARE OF 
HER/HIMSELF,REC
ORD THEIR LINE 
NUMBER (from 
C104.1) HERE FOR 
C110 AND ‘13’ 
FOR C111. THEN 
ASK C112.
C111. What 
is the 
relationship 
to the child 
of the main 
person who 
cares 
for/looks 
after 
(INITIAL)?
See 
Relationship 
Codes 
above.
If parent, 
probe for 
biological 
/non￾biological.
C112. If 
C111=01, 
record 1=Yes 
for C112 and 
skip to C113
Is (INITIAL)'s 
natural 
mother 
alive?
1=Yes, 
2=No=>C113
8=DK=>C113
C112.1 Does 
(INITIAL)’s 
natural 
mother 
usually live 
in this 
household?
IF YES: What 
is her name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 000
C113. If 
C111=02, 
record 
1=Yes for 
C113 and 
skip to 
C114
Is 
(INITIAL)'s 
natural 
father 
alive?
1=Yes,
2=No=>C11
4 
8=DK=>C11
4
C113.1 
Does 
(INITIAL)’s 
natural 
father 
usually live 
in this 
household?
IF YES: 
What is his 
name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 
000
C114. Filter: 
Ask of those 
>3 years of 
age. What is 
the highest 
class level that 
[INITIAL] has 
completed in 
school? 
See Class level 
codes below.
C114.1 
Filter: 
Ask of 
those 
aged 10 
or older:. 
What is 
your 
current 
marital 
status? 
See 
marital 
status 
codes 
below.
111. __ __ years __ 
__months
112. __ __ years __ 
__months
113. __ __ years __ 
__months
114. __ __ years __ 
__months
115. __ __ years __ 
__months
116. __ __ years __ 
__months
117. __ __ years __ 
__months
118. __ __ years __ 
__months
119. __ __ years __ 
__months
120. __ __ years __ 
__months
201. __ __ years __ 
__months
End Line Data Collection Report for an Impact Evaluation 311
C106.1 
Line 
Number
(pre￾populat
ed from 
101-
end of 
adult 
list, and 
201 –
end of 
children 
list)
C106.2 List 
initials of 
household 
members 
From table 
1 and 2 in 
ID survey. 
C107. Is 
(INITIAL
) male 
or 
female?
1=Male, 
2=Fema
le
6=Other 
(specify)
9=Refus
e
C108. How old is 
(INITIAL)?
RECORD AGE IN 
YEARS. IF LESS THAN 
1 YEAR OLD, PUT 0 
FOR YEARS AND 
RECORD NUMBER 
OF MONTHS 
DOUBLE CHECK 
CORRECT 
PLACEMENT OF 
HOUSEHOLD 
MEMBER BASED ON 
AGE. IF MEMBER 
PLACED IN WRONG 
TABLE, PLEASE 
CORRECT.
C109. What is 
the relationship 
of (INITAL) to 
the head of the 
household?
See 
Relationship
codes above
ALL ADULTS 
AGED 18+ SKIP 
TO C114.
NOTE: IF HH 
HEAD IS AGED 
10-17, ANSWER 
C110-C113.
C110: Who usually 
cares for/looks 
after (INITIAL)? 
INSERT LINE 
NUMBER OF MAIN 
CAREGIVER
IF (INITAL) TAKES 
CARE OF 
HER/HIMSELF,REC
ORD THEIR LINE 
NUMBER (from 
C104.1) HERE FOR 
C110 AND ‘13’ 
FOR C111. THEN 
ASK C112.
C111. What 
is the 
relationship 
to the child 
of the main 
person who 
cares 
for/looks 
after 
(INITIAL)?
See 
Relationship 
Codes 
above.
If parent, 
probe for 
biological 
/non￾biological.
C112. If 
C111=01, 
record 1=Yes 
for C112 and 
skip to C113
Is (INITIAL)'s 
natural 
mother 
alive?
1=Yes, 
2=No=>C113
8=DK=>C113
C112.1 Does 
(INITIAL)’s 
natural 
mother 
usually live 
in this 
household?
IF YES: What 
is her name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 000
C113. If 
C111=02, 
record 
1=Yes for 
C113 and 
skip to 
C114
Is 
(INITIAL)'s 
natural 
father 
alive?
1=Yes,
2=No=>C11
4 
8=DK=>C11
4
C113.1 
Does 
(INITIAL)’s 
natural 
father 
usually live 
in this 
household?
IF YES: 
What is his 
name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 
000
C114. Filter: 
Ask of those 
>3 years of 
age. What is 
the highest 
class level that 
[INITIAL] has 
completed in 
school? 
See Class level 
codes below.
C114.1 
Filter: 
Ask of 
those 
aged 10 
or older:. 
What is 
your 
current 
marital 
status? 
See 
marital 
status 
codes 
below.
202. __ __ years __ 
__months
203. __ __ years __ 
__months
204. __ __ years __ 
__months
205. __ __ years __ 
__months
206. __ __ years __ 
__months
207. __ __ years __ 
__months
208. __ __ years __ 
__months
209. __ __ years __ 
__months
210. __ __ years __ 
__months
211. __ __ years __ 
__months
212. __ __ years __ 
__months
312 Rwanda’s Improved Services for Vulnerable Populations Project
C106.1 
Line 
Number
(pre￾populat
ed from 
101-
end of 
adult 
list, and 
201 –
end of 
children 
list)
C106.2 List 
initials of 
household 
members 
From table 
1 and 2 in 
ID survey. 
C107. Is 
(INITIAL
) male 
or 
female?
1=Male, 
2=Fema
le
6=Other 
(specify)
9=Refus
e
C108. How old is 
(INITIAL)?
RECORD AGE IN 
YEARS. IF LESS THAN 
1 YEAR OLD, PUT 0 
FOR YEARS AND 
RECORD NUMBER 
OF MONTHS 
DOUBLE CHECK 
CORRECT 
PLACEMENT OF 
HOUSEHOLD 
MEMBER BASED ON 
AGE. IF MEMBER 
PLACED IN WRONG 
TABLE, PLEASE 
CORRECT.
C109. What is 
the relationship 
of (INITAL) to 
the head of the 
household?
See 
Relationship
codes above
ALL ADULTS 
AGED 18+ SKIP 
TO C114.
NOTE: IF HH 
HEAD IS AGED 
10-17, ANSWER 
C110-C113.
C110: Who usually 
cares for/looks 
after (INITIAL)? 
INSERT LINE 
NUMBER OF MAIN 
CAREGIVER
IF (INITAL) TAKES 
CARE OF 
HER/HIMSELF,REC
ORD THEIR LINE 
NUMBER (from 
C104.1) HERE FOR 
C110 AND ‘13’ 
FOR C111. THEN 
ASK C112.
C111. What 
is the 
relationship 
to the child 
of the main 
person who 
cares 
for/looks 
after 
(INITIAL)?
See 
Relationship 
Codes 
above.
If parent, 
probe for 
biological 
/non￾biological.
C112. If 
C111=01, 
record 1=Yes 
for C112 and 
skip to C113
Is (INITIAL)'s 
natural 
mother 
alive?
1=Yes, 
2=No=>C113
8=DK=>C113
C112.1 Does 
(INITIAL)’s 
natural 
mother 
usually live 
in this 
household?
IF YES: What 
is her name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 000
C113. If 
C111=02, 
record 
1=Yes for 
C113 and 
skip to 
C114
Is 
(INITIAL)'s 
natural 
father 
alive?
1=Yes,
2=No=>C11
4 
8=DK=>C11
4
C113.1 
Does 
(INITIAL)’s 
natural 
father 
usually live 
in this 
household?
IF YES: 
What is his 
name? 
RECORD 
LINE 
NUMBER
IF NO: 
RECORD 
000
C114. Filter: 
Ask of those 
>3 years of 
age. What is 
the highest 
class level that 
[INITIAL] has 
completed in 
school? 
See Class level 
codes below.
C114.1 
Filter: 
Ask of 
those 
aged 10 
or older:. 
What is 
your 
current 
marital 
status? 
See 
marital 
status 
codes 
below.
213. __ __ years __ 
__months
214. __ __ years __ 
__months
215. __ __ years 
__months
216. __ __ years __ 
__months
217. __ __ years __ 
__months
218. __ __ years __ 
__months
219. __ __ years __ 
__months
220. __ __ years __ 
__months
CODES FOR C115: OCCUPATION
End Line Data Collection Report for an Impact Evaluation 313
CODES FOR C114.1: MARITAL STATUS
1=Married 2=Cohabitating (but not married) 3=Never been married 4=Divorced or Separated 5=Widowed 9=Refused
* An Integrated Savings and Lending Group (ISLG) is a community-based and member-owned institutions composed a group of people who save together and take small 
loans from those savings. The activities of the group run in cycles of one year, after which the accumulated savings and the loan profits are distributed back to members. 
ISLG integrate financial education services for members. They can also integrate other types of education into their meetings.
Table 4. For C115-C120 Filter: Ask C115 – C120 of those >59 months (>=5 years) of age
C115.1 
Line Number
(pre￾populated 
from 101- end 
of adult list, 
and 201 – end 
of children 
list)
C115.a
Has [INITIALS] 
been away 
from home 
over the 
course of the 
last 12 
months? For 
example, for 
studies, 
seasonal work, 
prison/detenti
on or other 
reason?
1=Yes
2=No -> C115.2
C115.b
How long has 
[INITIALS] 
been absent 
over the last 
12 months?
C115.c
What was the 
primary reason for 
this absence?
1=Studies
2=Seasonal work
3=Working away now
4=For health care
5=Attend ceremony
6=Visiting 
friends/family
7=Training
8=Detention/compuls
ary service
9=Unexplained 
absence
66=Other (specify)
C115.2 
What is 
[INITIAL
S] main 
occupat
ion? 
See 
Occupat
ion 
Codes 
above
C116. Is [INITIALS] 
paid for this 
occupation or for 
other work they 
may do?
1=Yes
2=No
8=DK
If No =>C118
C117. Is 
[INITIALS] paid in 
cash or kind for 
this occupation?
1=Cash only
2=Cash and in 
kind
3=In kind only
C118. Is 
[INITIALS] in the 
Twiyubake 
integrated 
savings and 
lending group 
program?*
1=Yes=>C120
2=No
8=DK
C119. Is 
[INITIALS] a 
participant in any 
integrated 
savings and 
lending group 
(ISLG)?*
1=Yes
2=No
8=DK
IF YES, PROBE TO 
SEE IF THE ISLG 
GROUP IS 
TWIYUBAKE
C120. For how 
many children that 
live in this 
household is 
[INITIALS] the 
primary caregiver? 
IF NO CHILDREN, 
RECORD 00.
IF [NAME] IS <18 
AND CARES FOR 
SELF, COUNT AS 1 
CHILD. IF [NAME] 
CARES FOR 
ADDITIONAL 
CHILDREN, ADD 
THESE 
ADDITIONAL 
CHILDREN TO 1. 
RECORD TOTAL.
101
[__] [__]
1=Agricultural labourer
2 = Own farm labour
3=Livestock herding
4=Fishing 
5=Petty trade 
6=Trader
7=Mining
8=Brewing
9=Handicraft
10=Domestic help
11=Carpenter
12=Construction 
(bricklayer)13=Traditional healer
14=Mechanic
15=Mil worker
16=Seamstress/tailor/clothes 
repair
17=Hairdresser/barber
18=Charcoal maker
19=Charcoal/firewood seller
51=Unemployed
52=Housewife
53=Student
54=Retired
55=Unable to work due to 
illness/disability
66=Other
314 Rwanda’s Improved Services for Vulnerable Populations Project
102
[__] [__]
Etc. [__] [__]
C120.1 CHECK IF YOU ARE IN A PROGRAM AREA (FULL ISVP OR HES ONLY):
YES, IN FULL ISVP OR HES ONLY NO, IN CONTROL AREAC120.3 
C120.2 CHECK C118. ARE THERE ANY “YES” ANSWERS INDICATING AT LEAST ONE HOUSEHOLD MEMBER IS PARTICIPATING IN TWIYUBAKE?
YES, AT LEAST ONE YES IN C118 C120.8 NO, ALL “NO” OR “DK” ANSWERS IN C118 C120.4
C120.3 CHECK C119. ARE THERE ANY “YES” ANSWERS INDICATING AT LEAST ONE HOUSEHOLD MEMBER IS PARTICIPATING IN AN ISLG?
YES, AT LEAST ONE YES IN C119 C120.8 NO, ALL “NO” OR “DK” ANSWERS IN C119 C120.9
C120.4 Why is no member from your household participating in Twiyubake? OFFICIALLY GRADUATED
LEFT TWIYUBAKE WITHOUT OFFICIALLY GRADUATING
TRANSFERRED TO ANOTHER OVC PROGRAM (STATE 
NAME):______________
HOUSEHOLD MEMBER WHO PARTICIPATED MOVED OUT
HOUSEHOLD MEMBER WHO PARTICIPATED DIED
NEVER PARTICIPATED IN TWIYUBAKE/DK TWIYUBAKE
OTHER _________________________________________________
1
2 => C120.6
3 => C120.7
4 => C120.7
5 => C120.7
6 => C120.7
7 => C120.7
66 => C120.7
End Line Data Collection Report for an Impact Evaluation 315
(SPECIFY)
C120.5 In what month and year did your household participate in the graduation ceremony for 
Twiyubake (guchutsa)?
 MONTH YEAR
ALL SKIP TO 
C120.8
C120.6 For what reason(s) did your household drop out of Twiyubake?
CIRCLE ALL THAT APPLY
NOT RECEIVING ENOUGH SERVICES/BENEFITS FROM THE PROGRAM
NOT INTERESTED IN THE CONTENT OF THE MEETINGS
COULD NOT AFFORD THE EXPECTED CONTRIBUTION
NO TIME TO ATTEND MEETINGS
COULD NOT GET/AFFORD THE TRANSPORTATION TO MEETINGS
TOO MANY MEETINGS TO ATTEND
DID NOT LIKE THE OTHER GROUP MEMBERS
DID NOT LIKE THE GROUP LEADERS
DID NOT FEEL INCLUDED IN THE GROUP
GROUP WAS DISORGANIZED
OTHER _______________________________________________
(SPECIFY)
A
B
C
D
E
F
G
H
I
J
X
C120.7 For how many months were you a part of Twiyubake?
LESS THAN A MONTH
1-3 MONTHS
4-6 MONTHS
7-12 MONTHS
13-18 MONTHS
19-24 MONTHS
MORE THAN 24 MONTHS
DON’T KNOW
1
2
3
4 C120.9
5
6
7
8
C120.8 GO TO THE TRACKING DOCUMENT TO DETERMINE THE MOST KNOWLEDEABLE ISLG MEMBER
C120.9 GO TO THE TRACKING DOCUMENT TO COMPLETE THE KISH GRID TO DETERIMINE THE RESPONDENT FOR THE IPV MODULE IN THE CAREGIVER QUESTIONNAIRE
316 Rwanda’s Improved Services for Vulnerable Populations Project
C121
In the last 12 months, has this household welcomed any new 
members, either new children that have been born, or children or 
adults that have moved in?
Yes
No
1
2=>C123
C122
Among those new household 
members, how many were: 
Read each age group
Under 5 years |___ ___| 18-59 years |___ ___|
5-17 years |___ ___| 60 years or older |___ ___|
C123
In the last 12 months, has this household experienced the death of 
any household members – that is, people who were living in this 
household when they died?
Yes 
No
1
2=>C201
C124
Among those who died, how many 
were: 
Read each age group
Under 5 years |___ ___| 18-59 years |___ ___|
5-17 years |___ ___| 60 years or older |___ ___|
End Line Data Collection Report for an Impact Evaluation 317
MODULE D. Dwelling Characteristics
Enumerator: Ask primary household decision-maker (likely the person who answered Module C). Enter responses to Questions D06 – D08, D11 based on your own observations.>
Now I am going to ask you some questions about your dwelling.
D101. What is your current occupancy 
status?
Owner occupier (no loan or mortgage)
Owner with loan or mortgage 
Tenancy – renting
Dwelling provided by employer
1 
2 =>D103
3 =>D103
4 
Dwelling provided free of charge
Appropriation/Squatting
Temporary camp/settlement
Other, Specify_____
5
6 
7 =>D105
66
D102. How much would you have to pay in rent for this dwelling if you didn’t 
own it or have it provided?
SPECIFY TIME PERIOD RENT WOULD COVER RWF
Day 
Week 
Month
Year 
1 =>D104
2 =>D104
3 =>D104
4 =>D104
D103. How much do you pay in mortgage/loan or in rent?
SPECIFY TIME PERIOD RENT WOULD COVER RWF
Day 
Week 
Month
Year 
1 
2 
3 
4 
D104. How many years ago was this dwelling built? How old is it? IF DO NOT KNOW RECORD 888 
D105. <OBSERVE – DO NOT ASK > Exterior (outer) Walls: 
The outer wall of the main dwelling of the household are 
predominantly made of what material?
Natural Walls:
 No walls 
 Cane / Palm / Trunks
 Dirt 
Rudimentary Walls:
 Bamboo with mud 
 Stone with mud 
 Uncovered adobe
 Plywood 
 Cardboard 
 Reused Wood 
Mud bricks with cement (stucco)
11
12
13
21
22
23
24
25
26
27
Finished Walls:
 Cement 
 Stone with Lime/Cement 
Bricks 
 Cement Blocks 
 Covered adobe 
 Wood Planks / Shingles 
Other(specify____) 
31
32
33
34
35
36
66
318 Rwanda’s Improved Services for Vulnerable Populations Project
D106. <OBSERVE- DO NOT ASK > 
Roof: The roof of the main dwelling is predominantly made of 
what material? 
Natural Roofing:
 No roof
 Thatch / Palm leaf / Leaf 
 Sod
Rudimentary Roofing:
Rustic Mat / Plastic 
 Palm / Bamboo
 Wood Planks
 Cardboard
11
12
13
21
22
23
24 
Finished Roofing:
 Metal sheets /iron
 Wood
 Calamine / Cement Fiber
 Ceramic Tiles
 Cement
 Roofing Shingles
Other(specify_______)
31
32
33 
34
35
36
66
D107. <OBSERVE – DO NOT ASK > 
Floor: The floor of the main dwelling is predominantly made 
of what material? 
Natural Floor:
Earth / Sand
 Dung
Rudimentary Floor:
Wood Planks
 Palm / Bamboo
11
12
21
22 
Finished Floor:
Parquet or polished Wood
 Vinyl or Asphalt Strips
 Ceramic Tiles
 Cement
 Carpet
Other(specify_____)
31
32
33
34
35
66
D108. How many rooms in this household are used for sleeping? 
(DO NOT COUNT BATHROOMS, TOILETS, STOREROOMS, OR GARAGE)
D109. Does your household have electricity? Yes 1 No 2 >>D111
D110. What was the total cost of electricity for your 
household? Please specify over which time period.
RWF
Day
Week
Month
Year
1
2
3
4
D111. Is the cooking usually done in the dwelling, in a separate 
building, or outdoors?
In the dwelling
In a separate building
1
2
Outdoors
No food cooked in 
household 
 Other 
(specify___)
3
4 => D113
6
D112.1
What is your main source of cooking fuel?
Electricity from EUCL
LPG/Natural gas
Biogas
Oil/Kerosene
1 =>D113.1
2
3
4
Animal Dung
Crop Waste
Solar Power
Biomass Pellets
9
10
11
12
End Line Data Collection Report for an Impact Evaluation 319
Charcoal
Firewood
Straw/Shrubs/Grass
Agricultural Crop
5=>D113.1
6 =>D113.1
7 
8
Other(specify)
Don’t Know
Refuse
66
88 =>D113.1
99 =>D113.1
D112.2 What is the total value of the fuel you used for cooking in the past 30 days, whether purchased or 
gathered? RWF
D113.1 What is your main source of lighting fuel?
Electricity from EUCL
Biogas
Generator
Oil/Kerosene Lamp
Firewood
Candle
1 =>D114
2
3
4
5 =>D114
6
Solar Panel
Batteries + Bulb
Other (specify____)
Don’t Know
Refuse
7
8
66
88 =>D114
99 =>D114
D113.2 What is the total value of the fuel you used for lighting in the 
past 30 days?
RWF
D114 If answer to D112.1 is 6 (Firewood) or D113.1 is 5 (Firewood), 
circle YES for D114 and answer D115.
Have you used firewood for fuel in the last 30 days?
Yes
1 No 2 =>D116
D115 What is the total value of the firewood you used in the past 30 days for cooking or lighting, whether 
gathered or purchased? (Estimate purchase cost of gathered wood)
RWF
D116 If answer to D112.1 is 5 (Charcoal) record 1=Yes for D116 and answer D117.
Have you used charcoal for fuel in the last 30 days? 
Yes
No
1
2 >>D118
D117. What is the total value of the charcoal you used in the past 30 days, whether produced or 
purchased? (Estimate purchase cost of own produced charcoal)
RWF
D118 What is your main source of drinking 
water for members of your household?
Tube well or Borehole
Piped Water:
 Piped into dwelling 
1
2 => D120
 Unprotected spring
Rain water
Tanker Truck 
8
9
10
320 Rwanda’s Improved Services for Vulnerable Populations Project
 Piped into plot/yard
 Public tap/standpipe
Dug Well:
 Protected well
 Unprotected well
Water from Spring:
 Protected spring
3 => D120
4
5
6
7
Cart with small tank
Surface water (dam, stream, 
irrigation)
Bottled water 
Other (specify) ______ 
Don’t know
Refuse
11
12
 
13
66
88
99
D119. Where is the water source located?
In own dwelling
In own yard/plot 
Elsewhere
1
2
3
D120. What was the total cost of water for your household in the past 30 days? (IF NONE, ENTER 0)
RWF
D121. Do you do anything to the water to make it safer to drink?
Yes 
No
1
2 => D123
Don’t know
Refuse
8 => D123
9 => D123
D122. What do you usually do to make the water 
safer to drink? Anything else? RECORD ALL 
MENTIONED
Boil
Add bleach/chlorine (Sur Eau)
Add P&G (water purifying packet)
Strain through a cloth
Use water filter (ceramic/sand/composite/etc)
A
B
C
D
 E
Solar disinfection
Let it stand and settle
Other (specify ___)
Don’t know
Refuse
F
G
X
Y
Z
D123. Please show me where members of your household most often wash their hands.
Observed
Not observed, not in dwelling/yard/plot
Not observed, no permission to see
Not observed, other reason
1
2 =>D126
3 =>D126
4 =>D126
D124. OBSERVATION ONLY: OBSERVE PRESENCE OF WATER AT THE SPECIFIC PLACE FOR HANDWASHING.
Water is available 
Water is not available
1
2
D125. OBSERVATION ONLY: OBSERVE PRESENCE OF SOAP, DETERGENT, OR OTHER CLEANSING AGENT 
AT THE SPECIFIC PLACE FOR HANDWASHING. 
CIRCLE ALL RESPONSES THAT APPLY
Soap or Detergent (bar, liquid, powder, paste)
Ash, mud, sand
None
A
B
C
End Line Data Collection Report for an Impact Evaluation 321
D126. What kind of toilet facility do members 
of your household usually use?
Flush or Pour Flush Toilet:
 Flush to piped sewer system
 Flush to septic tank
 Flush to pit latrine 
 Flush to somewhere else
Flush, don’t know where
Pit Latrine:
 Ventilated improved pit latrine
 Pit latrine with slab
 Pit latrine without slab/open pit 
 
11
12
13
14
15
21
22
23
Composting toilet
Bucket toilet
Hanging toilet / hanging latrine 
No facility/bush/field 
Other (specify______) 
Refuse 
31
41
51
61=>E101
66
99=>E101
D126b. OBSERVATION ONLY: OBSERVE PRESENCE OF COVER FOR TOILET FACILITY
Toilet cover present
No toilet cover present
1
2
D127. Do you share this toilet facility with other households? Yes 1 No 2=>>E101
D128. How many households use this toilet facility?
IF LESS THAN 10 , PUT NO. OF HOUSEHOLDS
IF 10 OR MORE HOUSEHOLDS PUT 95
IF DON’T KNOW PUT 88
--- END OF SECTION --
322 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE E. Household Transfers and Credit Sent / Received 
SECTION E1. TRANSFERS GIVEN TO INDIVIDUALS OUTSIDE OF THE HOUSEHOLD OR TO ORGANIZATIONS
1A. 
Cash Gifts
1B. 
Gifts of food or other 
consumables
1C. 
Labor or time
1D. 
Farming Assets, Tools, animals and 
other farm inputs
E101. In the last 12 months, have any 
members of your household provided any 
[ITEM] to persons or organizations who are 
not members of your household? For 
example to children, parents, relatives or 
friends living elsewhere?
*If no, probe for gifts, money given for 
funerals, child support, weddings, goods or 
money to help sick persons – in the last 12 
months (include transfers for schooling 
expenses, medical expenses, and gifts of 
land). Ask about children who no longer live 
in the household and ask about gifts, loans 
and transfers to these children.
NOTE: IF TRANSFER IS TO AN INDIVIDUAL, 
THAT INDIVIDUAL CANNOT BE LISTED ON 
THE HOUSEHOLD ROSTER
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 1B.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 1C.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 1D.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> E201.
E102. To how many different people did 
members of your household send money, 
goods, and/or gifts to in the last 12 months? 
E103. In the last 12 months, how much has 
your household sent to persons who are not 
members of your household, including 
money and the value of gifts in kind? 
RWF RWF RWF RWF
End Line Data Collection Report for an Impact Evaluation 323
SECTION E2. TRANSFERS RECEIVED FROM INDIVIDUALS
2A.Cash Gifts 2B.Gifts of food or other 
consumables
2C.Labor or time 2D.Farming Assets, Tools, 
animals and other farm 
inputs
E201
In the last 12 months, has anyone in your household received [ITEM] 
from individuals (not organizations) who are not members of your 
household? For example from children, parents, relatives or friends 
living elsewhere?
*If No, probe for gifts, money received for funerals, child support, 
weddings, goods or money to help sick persons – in the last 12 
months (include transfers for schooling expenses, medical 
expenses, and gifts of land). Refer back to the household roster if 
needed.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 2B.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 2C.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> 2D.
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refused 
--> E301.
E202
From how many different people (who are not members of your 
household) did members of your household receive money, goods, 
and/or gifts in the last 12 months? 
E203
In the last 12 months, across all household members, how much did 
your household receive (from persons who are not members of your 
household), including money and the value of gifts in kind?
RWF RWF RWF RWF
E204
Do members of your household have to repay any part of this 
amount?
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refuse skip to next 
transfer or E301
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refuse skip to next 
transfer or E301
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refuse skip to next 
transfer or E301
Yes 1
No 2
DK 8
Refuse 9
No, DK, Refuse skip to E301
324 Rwanda’s Improved Services for Vulnerable Populations Project
E205 How much has been already repaid?
RWF RWF RWF RWF
SECTION E3. TRANSFERS RECEIVED NGO & GOVERNMENT 
Now I’m going to ask you about money or gifts received from non-governmental organizations.
E301 Has anyone in your household received money, goods, or consumption support from 
Twiyubake in the last 12 months?
Yes 
No 
1
2 => E302c
DK
Refuse 
 8 => E302c
9 => E302c
E302
IF HOUSEHOLD DOES NOT KNOW AMOUNT, ENTER 
8888888 (same number of digits as field); IF 
HOUSEHOLD REFUSES TO ANSWER, ENTER 9999999 
(same number of digits as field)
For each of the items:
E302a Did your household 
receive the item from 
Twiyubake?
Yes No DK Refuse
SKIP IF E302.1 = NO, DK, REFUSE
E302b. How much in total value did your household receive 
(including all members) for each of the items listed in the past 
12 months?
E302.1 Cash Gifts
 1 2 8 9
RWF
E302.2 Gifts of food or other consumables
 1 2 8 9
RWF
E302.3 School Uniforms/ Bursary
 1 2 8 9
RWF
E302.4 School books, materials, supplies
 1 2 8 9
RWF
E302.5 Farming Assets, Tools, animals and other 
farm inputs
 1 2 8 9
RWF
E302.6 Other: __________________________
 1 2 8 9
RWF
E302
c
Has anyone in your household received money, goods, or consumption support from 
Gikuriro/Give Directly in the last 12 months?
Yes 
No 
1
2 => E303
DK
Refuse 
 8 => E303
9 => E303
E302
d
In the last 12 months, how much did your household receive from Gikuriro/Give 
Directly including money and the value of gifts in kind? RWF
E303 Has anyone in your household received money or gifts from any other organization 
(not including Twiyubake or the government) in the last 12 months? 
Yes
No
1
2=> E306
DK 
Refuse 
8=> E306
9=> E306
End Line Data Collection Report for an Impact Evaluation 325
* Probe for food transfers from organizations (ex: Church, Bank, Food 
Organization), loans from banks, loans from churches, etc.
Instructions for E305. 
IF HOUSEHOLD DOES NOT KNOW AMOUNT, ENTER 
8888888 (same number of digits as field); IF 
HOUSEHOLD REFUSES TO ANSWER, ENTER 
9999999 (same number of digits as field)
For each of the items: 
E304. Did your household 
receive the item from
organizations?
Yes No DK Refuse
SKIP IF E304 = NO, DK, REFUSE
E305. How much in total value did your household receive 
(including all members) for each of the items listed in the past 
12 months?
E304.1 Cash Gifts
 1 2 8 9
RWF
E304.2 Gifts of food or other consumables
 1 2 8 9
RWF
E304.3 School Uniforms/ Bursary
 1 2 8 9
RWF
E304.4 Farming Assets, Tools, animals and 
other farm inputs
 1 2 8 9
RWF
E304.5 Other: __________________________
 1 2 8 9
RWF
Now I’m going to ask you about money or gifts received from government or public sources. 
For question E307:
Instruction to interviewer: 
IF HOUSEHOLD DOES NOT KNOW AMOUNT, ENTER 8888888 
(same number of digits as field); 
IF HOUSEHOLD REFUSES TO ANSWER, ENTER 9999999 (same 
number of digits as field)
For each of the items:
E306. Has anyone in your 
household received benefits 
from any government or public 
sources in the last 12 months?
Yes No DK Refuse
SKIP IF E306 = NO, DK, REFUSE
E307. Including all household members, how 
much in total value did your household 
receive for each of the items listed in the past 
12 months?
a) Social Security/ Caisse Sociale du Rwanda 1 2 8 9
 
b) VUP Direct Support program 1 2 8 9
RWF
RW
F
326 Rwanda’s Improved Services for Vulnerable Populations Project
c) Old Age Grant 1 2 8 9 RWF
d) Disability Pension 1 2 8 9 RWF
e) Survivors Pension 1 2 8 9 RWF
f) FARG 1 2 8 9 RWF
g) Local government education support 1 2 8 9 RWF
h) Educational scholarships (primary, secondary, university, 
TVET)
1 2 8 9 RWF
i) Food relief 1 2 8 9 RWF
j) Allowance for dismissal or termination of employment 1 2 8 9 RWF
k) Government donations (cell phones, bicycles, mosquito 
nets, etc.)
1 2 8 9 RWF
l) Ubedehe Credit Scheme Loan 1 2 8 9
RWF
m) RSSP program (Rural Sector Support Program) 1 2 8 9
RWF
n) CBHI (Community Based Health Insurance; ex. MUSA, 
Mutuelles de Sante; Military Medical Insurance; and 
Rwanda Health Insurance Scheme.)
1 2 8 9 RWF
o) Fertilizer subsidies and seeds 1 2 8 9 RWF
p) One Cow per Family (small animals for poor families) 1 2 8 9
RWF
q) Other (specify)______________________________ 1 2 8 9 RWF
Now I am going to ask you about any debts, loans or acquired money you or your household has received.
For question E309: E308. Do you or someone else in this 
household have a debt, loan, or acquired SKIP IF E308 = NO, DK, REFUSE
End Line Data Collection Report for an Impact Evaluation 327
Instruction to interviewer: 
IF HOUSEHOLD DOES NOT KNOW 
AMOUNT, ENTER 8888888 (same 
number of digits as field); 
IF HOUSEHOLD REFUSES TO ANSWER, 
ENTER 9999999 (same number of digits 
as field)
money in the past 12 months from any of 
the following sources? 
Yes No DK Refuse
E309. Including all household members, how much in total 
value did your household acquire from each of the items 
listed in the past 12 months?
a) Bank
1 2 8 9 RWF
b) Microfinance
1 2 8 9 RWF
c) SACCO
1 2 8 9
RWF
d) Integrated savings and 
lending group (ISLG) 1 2 8 9
RWF
e) Tontine 
1 2 8 9 RWF
f) Supplier/employer 
1 2 8 9 RWF
g) Client
1 2 8 9
RWF
h) Other (specify)______
1 2 8 9 RWF
328 Rwanda’s Improved Services for Vulnerable Populations Project
SECTION E4. SAVINGS
For E404. Savings Institution Codes: 1=Commercial bank, 2=Microfinance, 3= Savings & credit cooperatives, 6=Other Specify (_______)
E400 Are there members of your household who save with any savings institution (including a tontine/community savings)? Yes 1
No 2
E400.1 Are there members of your household who save with an informal savings group (including an ISLG)? Yes 1
No 2 =>F101
E401. 
Account 
Line No. 
E402.
ID of the 
person 
saving
(From 
Roster)
E403. 
Does 
[INITIAL] 
have a 
savings 
account? 
1=Yes 
2=No
If No 
=>>E408
E404.
What 
institution 
does 
[INITIAL]
save with? 
See 
institution 
codes 
above
E405.
What is the 
current 
amount of 
money in 
the savings 
account?
E406. 
How much has 
[INITIAL] 
deposited in the 
account over the 
last 12 months? 
(They can 
reference their 
individual savings 
record book if 
needed)
E407. 
How much has 
the person 
withdrawn 
over the 
course of the 
last 12 
months?
E408. 
Does 
"INITIAL" 
participate 
in a 
tontine? 
1=Yes 
2=No 
If No 
=>E411
E409.
What was 
the total 
amount 
received 
over the 
course of 
last 12 
months?
E410.
What was the 
total amount 
contributed 
over the 
course of the 
last 12 
months?
E411. 
Does 
“INITIAL” 
participate 
in an 
informal 
saving 
group 
(including 
an ISLG)?
1=YES
2=NO => 
next 
person
E412.
What is the 
current 
amount of 
money in 
the 
informal 
savings 
group?
E413. 
How much 
has [INITIAL] 
deposited in 
the account
over the last 
12 months?
E414. 
How much has 
the person 
withdrawn 
over the 
course of the 
last 12 
months?
RWF RWF RWF RWF RWF RWF RWF
01
02
End Line Data Collection Report for an Impact Evaluation 329
03
04
05
06
07
08
09
10
--- END OF SECTION ---
330 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE F. Household Consumption Expenditure
Enumerator: Ask these questions about all household members. Ask whoever is most knowledgeable about the food the household members have eaten in the past week, as well as any non-food items that 
household members have bought. The same respondent should be asked all the questions in this module. 
F100. Record Line Number of Respondent for this Module: |__|__|__|
SECTION F1. FOOD CONSUMPTION OVER PAST MONTH (FOUR WEEKS)
In this section, we are interested in the different types of food that you and other members of your household may have consumed in the last 4 weeks. We would like you 
to include food eaten communally in the household and separately by individual household members, both inside and outside the home. For each food item, we would like 
you to answer for the amount actually consumed. For example, if you purchased 16 bananas in the last 4 weeks, but your household only consumed 12 of those bananas, 
your answers should be about those 12 consumed bananas and not all 16 purchased bananas.
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
CEREALS
Rice (local, imported) 1001
Maize (fresh and dry 
maize-grain)
1002
Sorghum (including 
fermented)
1003
Other cereals (Wheat 
grain and others )
1004
CEREAL FLOURS
End Line Data Collection Report for an Impact Evaluation 331
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Corn (flour)
1005
Sorghum (flour) 1006
Flours of other cereals 
(wheat, millet, others) 1007
FOOD PRODUCTS
Pasta, Bread, 
Cakes/Chapati/Mandazi, 
Biscuits
1008
MEAT, FISH, ANIMAL & DAIRY PRODUCTS
Beef meat 1009
Other meat 
(sheep/mutton/lamb, 
goat, pork, rabbit, wild, 
chicken, 
preserved/canned 
meat)
1010
Eggs
1012
Fish (fresh / frozen/
dry/smoked, 
preserved/canned)
1013
Fresh milk 1015
Curdled Milk 1016
332 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Milk powder, Other milk 
products (condensed 
milk, yogurt, ice cream)
1017
Cheese, butter, 
margarine 1019
EDIBLE OILS
Peanut oil 1020
Palm oil 1021
Other plant oils 1022
FRUITS
Banana fruit (Imineke) 1023
Banana - cooking 
(Inyamunyo) 1024
Mangos 1025
Papayas 1026
Avocado 1027
Pineapple 1028
End Line Data Collection Report for an Impact Evaluation 333
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Guava 1029
Orange, tangerine 
(local, imported) 1030
Citron - Lemon 1031
Passion Fruit 1032
Plums
1033
Apples 1034
LEGUMES
Beans (string or fresh) 1035
Dry beans 1036
Soya (fresh, dry, flour) 1037
Ground nuts (peanuts, 
grilled ground nuts) 1039
Groundnut flour 1040
334 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Green pea (fresh, dry) 1041
VEGETABLES
Tomato 1042
Onion 1043
Garlic 1044
Pepper 1045
Pumpkin 1046
Eggplant 1047
Carrot 1048
Leeks 1049
Celery 1050
Mushrooms 1051
Cassava leaves 1052
Amarante (small and 
large leafed green) 1053
End Line Data Collection Report for an Impact Evaluation 335
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Cabbages 1054
Other vegetables 
(cucumber, lettuce, 
parsley, spinach
1055
ROOTS AND TUBERS
Potatoes (Irish, sweet) 1056
Cassava (root) 1057
Cassava (fermented) 1058
Cassava (flour) 1059
Tarot/amateke 1060
Yams/Ibikoro 1061
SUGAR AND SWEETS
Sugar (local, imported) 1062
Sugarcane 1063
Candy / Gum 1065
Powdered juice(super 
dip) 1066
336 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Other sugar products 
(jam/marmalade, 
honey)
1067
SPICES AND OTHER FOOD ITEMS
Salt 1068
Tomato concentrate 1069
Pepper-raw 1070
Other food items 
(pepper-ground/liquid, 
vinegar, bouillon cubes, 
mayonnaise, baby food)
1071
BEVERAGES
Coffee (local, imported) 1072
Tea (local, imported) 1073
Mineral water 1074
Sorghum 
juice(Ubushera) 1075
Banana juice and 
banana beer (like 
Ikakama/Inkashi)
1076
End Line Data Collection Report for an Impact Evaluation 337
F101. 
Item 
Code
F102. Over the last 4 
weeks, have you or 
others in your 
household consumed 
any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F103. Of the 
total amount of 
[ITEM] that your 
household 
consumed, did 
any come from 
purchases?
1=Yes, 2=No, 
8=DK, 
9=Refused.
If 2,8,9 =>F105
F104. How much 
did you spend on 
[ITEM] that you 
consumed over the 
last 4 weeks?
Amount ___RWF
F105. Of the total 
amount of [ITEM] 
that your 
household 
consumed, did any 
come from gifts?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F107
F106. What would 
you say is the value 
of the amount you 
consumed from 
gifts over the last 4 
weeks?
Amount ____RWF
F107. Has your 
household 
consumed any 
[ITEM] from your 
own production or 
from your storage 
over the last 4 
weeks?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F108. What would you 
say is the value of the 
amount you consumed 
from your own 
production or from 
your storage over the 
last 4 weeks?
Amount ____RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Other juices (local, 
imported–passion fruit, 
others)
1077
Carbonated Soft Drinks 1078
Local sorghum 
beer(ikigage) 1079
Commercial beer (local) 1080
Other alcoholic drinks 
(imported/commercial 
beer, wine, liquor)
1081
MEALS AND DRINKS PURCHASED OUTSIDE
Restaurant food & 
drinks, Other meals and 
drinks purchased 
outside the household 
(Shish 
Kebab(brochette),chicke
n/fish grilled, bar foods, 
bar drinks)
1082
338 Rwanda’s Improved Services for Vulnerable Populations Project
SECTION F2. NON-FOOD EXPENDITURES OVER PAST ONE MONTH (FOUR WEEKS) 
One Month Recall
F201. Item 
code
F202. Over the last 4 
weeks, have you or others 
in your household used or 
consumed any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F203. Has your 
household purchased 
any [ITEM] over the last 
4 weeks? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F205
F204. How much did 
you spend on [ITEM] 
over the last 4 
weeks?
Amount ___RWF
F205. Has your household 
received as a gift any 
[ITEM] over the last 4 
weeks?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F206. What would 
you say is the value 
of the gifts received?
Amount ___RWF
F201 F202 F203 F204 F205 F206
DOMESTIC HYGIENE & PRODUCTS
Broom/Brush 201
Shoe brush and polish 202
Other cleaning items (sponges, window cleaning 
products, bleach, disinfectants, cleaners)
203
Wages and fees for cleaning services (wages for 
household/domestic help, laundry services, rubbish 
collection services)
204
Soaps, detergents and shampoos 205
Toilet paper 206 
Insecticides 207
PERSONAL CARE
Men's haircut (barber) 208
Women's haircut (stylist & treatment) 209 
Hair products 210
Shaving accessories 211
Sanitary napkins 212
Beauty/cosmetics products
213
End Line Data Collection Report for an Impact Evaluation 339
One Month Recall
F201. Item 
code
F202. Over the last 4 
weeks, have you or others 
in your household used or 
consumed any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F203. Has your 
household purchased 
any [ITEM] over the last 
4 weeks? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F205
F204. How much did 
you spend on [ITEM] 
over the last 4 
weeks?
Amount ___RWF
F205. Has your household 
received as a gift any 
[ITEM] over the last 4 
weeks?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F206. What would 
you say is the value 
of the gifts received?
Amount ___RWF
F201 F202 F203 F204 F205 F206
Other personal care and hygiene (toothpaste and 
accessories, razor blades and shaving accessories, 
combs, deodorants)
214
COMMUNICATION, DOCUMENTS, ADMINISTRATIVE COSTS
Connectivity e.g. Rwandatel/MTN fixed, line charges, 
internet connection, fax and courier services etc. 215 
Photocopies/printing/scanner/other secretarial 
services 216
Film and developing, passport photos 217
Airtime (cell phone) cards/Me 2 you 218
Other phone, internet expenses 219
Stationary (paper, staples, pen, pencil, etc..) 220
Security services 221
TRANSPORTATION
Repair, spare parts, maintenance of vehicles 
(including bicycles, motorcycle) 222
Public transport by taxi, minibus, bus, including 
coaster, Other local transport (truck, boat, other) 223
Transport by motorcycle/bicycle 224
Fuel for transportation (Petrol, diesel) 226
LEISURE & CULTURE
Recreational items (books, magazines, toys, audio 
video cassettes, CDS, DVD disks, etc.) 227
BASIC PREVENTION AND MEDICINES
Pain relievers (Aspirin/Paracetamol/Hedex,…) 228
340 Rwanda’s Improved Services for Vulnerable Populations Project
One Month Recall
F201. Item 
code
F202. Over the last 4 
weeks, have you or others 
in your household used or 
consumed any [ITEM]? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F203. Has your 
household purchased 
any [ITEM] over the last 
4 weeks? 
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>F205
F204. How much did 
you spend on [ITEM] 
over the last 4 
weeks?
Amount ___RWF
F205. Has your household 
received as a gift any 
[ITEM] over the last 4 
weeks?
1=Yes, 2=No, 8=DK, 
9=Refused.
If 2,8,9 =>Next Item
F206. What would 
you say is the value 
of the gifts received?
Amount ___RWF
F201 F202 F203 F204 F205 F206
Antimalarial drugs 229
Worm medicine 230
Condoms and contraceptive drugs, Other 
basic/preventive medicine (including iodine/alcohol) 231 
End Line Data Collection Report for an Impact Evaluation 341
SECTION F3. NON-FOOD EXPENDITURES OVER PAST TWELVE MONTHS
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
CLOTHING
Fabric (cloth; for men or women)
301
Wrap around cloth for 
women(Igitenge) 302
Men's garments 303
Women's garments 304
Children's clothing (excluding 
school uniform) 305
Men's underwear 306
Women's underwear 307
Children's underwear 308
Tailoring (for men and women) 309
Men's footwear 310
Women's footwear 311
Children's footwear 312
342 Rwanda’s Improved Services for Vulnerable Populations Project
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
Men's accessories (ties, hats, 
belts, sunglasses, watches) 313
Women's accessories (scarves, 
hats, belts, sunglasses, jewelry, 
watches)
314
Clothing and shoe repairs 315
PERSONAL BELONGINGS
Umbrellas, Cases (metal/wooden 
cases, suitcases) and bags (like 
travel bags and hand bags)
316
HOUSEHOLD REPAIRS, FURNISHINGS & APPLIANCES
Repairs (building repairs - supplies 
and labor, furniture repairs) 318
Mattresses 319
Floor coverings (rugs, carpets, 
mats)
320
Bedding 321
Other household cloths and 
textiles (curtains, tablecloths, 
rags)
322
Iron (electric and non-electric) 323
End Line Data Collection Report for an Impact Evaluation 343
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
Dishes and kitchen utensils (pots 
and pans), and cutlery 324
Torch (flashlight) 325
Other household goods 326
LEISURE & CULTURE
Entertainment venue entrance 
fees- stadium entry, dancing, 
cinema/movie entry/video club, 
Leisure and cultural items (like 
cameras, sporting equipment, 
musical instruments)
330
MEDICAL EXPENSES
Medical consultations (for any 
health problem, not giving birth)
332
Medical exams
333
Hospitalization
334
Health insurance (Mutuelle, 
RAMA, MMI, etc.)
335
Giving birth (all expenses related 
to birth delivery)
336
344 Rwanda’s Improved Services for Vulnerable Populations Project
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
Medical paraphernalia 
(spectacles/eye lenses, dentures, 
hearing aids, prosthetic limbs, 
wheel chair, crutches)
337
Drugs and medicine (for diabetes, 
heart disease, high/low blood 
pressure, asthma, ARV, other 
chronic diseases, or drugs 
prescribed by the doctor) 
338
MISCELLANEOUS
Newspapers
339
Matches
340
Batteries
341
Cigarettes and tobacco
342
Other non-food products
343
OTHER SERVICES
Nursery and daycare fees 344
End Line Data Collection Report for an Impact Evaluation 345
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
Issue of administrative (official) 
documents
345
Weddings/Introductions
346
Baptism, Religious Festivals
347
Death (including funerary articles 
like coffins)
348
Sacrifices, offerings, Other 
ceremonies (like child naming and 
graduation)
349
Other expenditures (specify)
351
EDUCATION
Registration, school fees and 
tuition 
352
Parent contributions to the school 
(to infrastructure, maintenance, 
others)
353
School uniforms and other sports 
uniforms 
354
School books and supplies 
355
Transportation to and from school 
356
346 Rwanda’s Improved Services for Vulnerable Populations Project
12 MONTH RECALL
F301. 
Item 
code
F302. Over the 
last 12 months, 
have you or 
others in your 
household used 
or consumed any 
[ITEM]? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F303. Has your 
household 
purchased any 
[ITEM] over the 
last 12 months? 
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>F205
F304. How much did you 
spend on [ITEM] over the last 
12 months?
Amount ___RWF
F305. Has your 
household 
received as a gift 
any [ITEM] over 
the last 12 
months?
1=Yes, 2=No, 
8=DK, 9=Refused.
If 2,8,9 =>Next 
Item
F306. What would you say is 
the value of the gifts received 
over the last 12 months?
Amount 
___RWF
F301 F302 F303 F304 F305 F306
Room and board
357
Other education expenditures 
(field trips, clubs, tutoring, after 
school activities, school insurance, 
others)
358
SECTION F4. DURABLE GOODS EXPENDITURES 
ITEM
CODE
F402. Does your 
household own a 
[ITEM]?
1=YES; 2=NO; 
8=DK; 9=REFUSED
2/8/9 =>> NEXT 
ITEM
F403. 
How 
many 
[ITEM]s 
do you 
own?
F406. Did you purchase or pay 
for any of these [ITEM]s in the 
last 12 months?
1=YES; 2=NO; 8=DK; 
9=REFUSED
2/8/9 =>> NEXT ITEM
F407. How much in total did you 
pay for [ITEM]s in the last 12 
months?
IF DK RECORD 88888 (LENGTH OF 
FIELD)
_____RWF
ITEM F401 F402 F403 F406 F407
Dressing Table 401
Mortar/Pestle (mtondo) 402
End Line Data Collection Report for an Impact Evaluation 347
ITEM
CODE
F402. Does your 
household own a 
[ITEM]?
1=YES; 2=NO; 
8=DK; 9=REFUSED
2/8/9 =>> NEXT 
ITEM
F403. 
How 
many 
[ITEM]s 
do you 
own?
F406. Did you purchase or pay 
for any of these [ITEM]s in the 
last 12 months?
1=YES; 2=NO; 8=DK; 
9=REFUSED
2/8/9 =>> NEXT ITEM
F407. How much in total did you 
pay for [ITEM]s in the last 12 
months?
IF DK RECORD 88888 (LENGTH OF 
FIELD)
_____RWF
ITEM F401 F402 F403 F406 F407
Bed 403
Table 404
Chair 405
Fan 406
Radio (‘wireless’) 408
Tape or CD player 409
Music System 410
Television 411
VCR or DVD player 412
Sewing machine 413
Electric or gas stove; hot 
plate 415
Local energy saving stove 416
348 Rwanda’s Improved Services for Vulnerable Populations Project
ITEM
CODE
F402. Does your 
household own a 
[ITEM]?
1=YES; 2=NO; 
8=DK; 9=REFUSED
2/8/9 =>> NEXT 
ITEM
F403. 
How 
many 
[ITEM]s 
do you 
own?
F406. Did you purchase or pay 
for any of these [ITEM]s in the 
last 12 months?
1=YES; 2=NO; 8=DK; 
9=REFUSED
2/8/9 =>> NEXT ITEM
F407. How much in total did you 
pay for [ITEM]s in the last 12 
months?
IF DK RECORD 88888 (LENGTH OF 
FIELD)
_____RWF
ITEM F401 F402 F403 F406 F407
Refrigerator 417
Laundry/Washing machine 418
Bicycle (for home use only) 419
Motorcycle/scooter (for 
home use only) 420
Private motor vehicle or 
Minibus in running 
condition 
(for home use only)
421
Commercial motor vehicle 
in running condition 422
Boat (for home use only) 424
Living room suite 
(upholstered chair, sofa 
set)
425
Bookcase 426
Cupboard, drawers, bureau 427
End Line Data Collection Report for an Impact Evaluation 349
ITEM
CODE
F402. Does your 
household own a 
[ITEM]?
1=YES; 2=NO; 
8=DK; 9=REFUSED
2/8/9 =>> NEXT 
ITEM
F403. 
How 
many 
[ITEM]s 
do you 
own?
F406. Did you purchase or pay 
for any of these [ITEM]s in the 
last 12 months?
1=YES; 2=NO; 8=DK; 
9=REFUSED
2/8/9 =>> NEXT ITEM
F407. How much in total did you 
pay for [ITEM]s in the last 12 
months?
IF DK RECORD 88888 (LENGTH OF 
FIELD)
_____RWF
ITEM F401 F402 F403 F406 F407
Lantern (paraffin) 428
Desk 429
Clock 430
Computer equipment & 
accessories 431
Satellite dish 432
Solar panel 433
Generator 434
Freezer 435
Mobile telephone 437
350 Rwanda’s Improved Services for Vulnerable Populations Project
SECTION F5. HOUSEHOLD FARMING AND FARM ASSETS 
< Ask of the main person responsible for farming in the household>
F501. Over the past 12 months has 
anyone in the household owned or 
cultivated a plot of land including 
kitchen gardening? This includes all 
plots, including kitchen/garden plots, 
fallow, owned, shared-out, shared-in, 
rented, by the household in the 
previous 12 months (do not include 
land plot in which you worked as 
hired labor)?
F502. How many plots of land 
did you or someone in your 
household own or cultivate 
(not including those that you 
cultivate as hired labor)?
RECORD NUMBER OF PLOTS. 
F503. What is the total area of all plots 
owned or cultivated (in acres or hectares)? 
RECORD TOTAL AREA AND UNITS:
F503.3 
Were any 
of the plots 
mentioned 
in F503 
those that 
you or 
someone in 
your 
household 
owned?
F501 F502
F503.1
Quantity
F503.2
Unit
F503.3
Yes 1
No 2 =>> Next section 
(AGRICULTURAL ASSETS: F701)
.
Acres 1
Hectares 2
Yes 1
No 2 
E503.4 What is the total area of all 
plots owned by you or someone in 
the household (in acres or hectares)?
F504. How many of your plots 
of land were cultivated as a 
kitchen garden?
RECORD NUMBER OF GARDEN 
PLOTS. IF NO GARDEN PLOTS 
RECORD 0 AND SKIP TO F601. 
F505. What is the total area 
of land that was cultivated 
as a kitchen garden (in acres 
or hectares)? 
RECORD TOTAL AREA AND 
UNITS:
F503.4
Quantity
F503.4
Unit
F504
F505.1
Quantity
F505.2
Unit
.
Acres 1
Hectares 2 .
Acres 1
Hectares 2
End Line Data Collection Report for an Impact Evaluation 351
SECTION F6. CULTIVATION
CROP CODES FOR F601 UNIT CODES FOR F602.2 & F603.2
1=Maize
2=Sorghum
3=Rice
4=Other cereals
5=Bananas/Plantains
6= Beans
7=Groundnuts
8=Other legumes (peas, soy)
9=Potatoes
10=Cassava 
11=Other tubers (sweet potatoes, yams, taro)
12=Vegetables (tomato, cabbage, amaranthe, onion, etc)
13=Fruit (avocado,mango,tree tomato,passion fruit, 
pineapple,orange,guava,etc.)
14=Coffee
15=Tea
16=Pyrethrum
17=Sunflower
18= None 
66=Other (specify________)
1=Kilogram
2=Small bucket (less 
than 5 kilo)
3=Small bowl (5 kilo)
4=Bucket (large)
5=Large bowl
6=Bunch
7=Piece
8=Bale
9=Basket (larger than 
bucket and bowl)
10=Grams
11=small plastic 
cup (less than 1 ½ 
kilo)
12=Bag 100 kg
13=Bag 50 kg
14=Bag 25 kg
66=Other 
(specify)_____
Now I’d like to ask about your crops cultivated by you, someone in your household, or by labor you hired in all your plots of land. (This includes all plots, including kitchen/garden plots, 
fallow, owned, shared-out, shared-in, rented, by the household in the previous 12 months (do not include land plot in which you worked as hired labor).
F601. Please list the main crops 
cultivated over the last 12 
months:
F602. How much [CROP] in total did you, someone 
in your household, or labor you hired harvest 
during the last 12 months?
F603. How much of the [CROP] harvest did you or someone 
in your household sell?
F604. What was the value of the 
total amount of [CROP] sold?
Skip F604 if F603.1 is 0 
F601
CROP CODE ABOVE
IF NO CROPS CULTIVATED, 
RECORD 13 (NONE) AND SKIP TO 
F701
IF CROP CULTIVATED, BUT CROP 
FAILED, RECORD CROP CODE AND 
0 FOR F602.1
F602.1
Quantity
F602.2
Unit
UNIT CODES ABOVE 
(Skip TO NEXT CROP if 
F602.1 is 0)
F603.1
Quantity
F603.2
Unit
UNIT CODES ABOVE
(Skip if F603.1 is 0)
F604
RWF
.
352 Rwanda’s Improved Services for Vulnerable Populations Project
.
.
.
. .
SECTION F7. AGRICULTURAL ASSETS
F701. 
ITEM
CODE
F702. Does your 
household 
currently own a 
[ITEM]?
Response Codes: 
Yes=1 , 
No=2, DK=8 ,Ref=9 
2,8,9=>>Next 
item
F703. How many 
[ITEM]s does your 
household 
currently own?
Farm Tools
F701 F702 F703
Number
Hoes and spades 101
Machetes 102
Hatchet or axes 103
End Line Data Collection Report for an Impact Evaluation 353
F701. 
ITEM
CODE
F702. Does your 
household 
currently own a 
[ITEM]?
Response Codes: 
Yes=1 , 
No=2, DK=8 ,Ref=9 
2,8,9=>>Next 
item
F703. How many 
[ITEM]s does your 
household 
currently own?
Sickles and Knives 104
Rakes and shovels 105
Picks 106
Wheel barrow 107
Sprinklers 108
Other hand tools 109
Peeling machine 110
Mills and pestles 111
Sower/drill 112
354 Rwanda’s Improved Services for Vulnerable Populations Project
F701. 
ITEM
CODE
F702. Does your 
household 
currently own a 
[ITEM]?
Response Codes: 
Yes=1 , 
No=2, DK=8 ,Ref=9 
2,8,9=>>Next 
item
F703. How many 
[ITEM]s does your 
household 
currently own?
Crop sprayer 113
Other (specify____________) 118
LIVESTOCK
F701 F702 F703
Number
Cattle (traditional)/milk cows (modern)/hybrid cattle (cross breed traditional and modern) 119
Bulls 122
Sheep 123
Goats 124
Pigs 125
Rabbits 126
End Line Data Collection Report for an Impact Evaluation 355
F701. 
ITEM
CODE
F702. Does your 
household 
currently own a 
[ITEM]?
Response Codes: 
Yes=1 , 
No=2, DK=8 ,Ref=9 
2,8,9=>>Next 
item
F703. How many 
[ITEM]s does your 
household 
currently own?
Chickens and other poultry 127
Cochon d’Inde/Amapanya 128
Other Animals (specify)_______ 130
356 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE G. SHOCKS
SECTION G1. NEGATIVE EVENTS
INTERVIEWER READ OUT LOUD: Households sometimes experience good and bad events. First we would like to ask you about any bad events your household may have 
experienced in the last 12 months.
IN THE LAST 12 MONTHS.
SHOCK COPING CODES for G102
A=Spent Cash Savings
B=Sold Assets
C=Sold livestock
D=Started a new business
E=Removed children from school to work 
F=Sent children to live with relative
G=Received Aid
H=Reduced food 
consumption
I=Borrowed Money
X=Other Specify 
W=Nothing
Y=Don’t Know
Z=Refused to answer
G101. Did a [EVENT] occur in this household in the last 12 months?
If No, Skip G102 and go to next item.
G102. How did the household cope with the shock? 
CIRCLE ALL THAT APPLY – CODES ABOVE
READ OUT EACH EVENT: Yes No DK Refuse SEE SHOCK COPING CODES ABOVE
1 Death of a resident household member 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
2
Death of a friend / non-resident family member you depended on for financial 
assistance 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
3 Serious illness or injury of a household member 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
4 Widespread death of livestock 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
5 Disease of livestock 1 2 8 9 A B C D E F G H I X W Y Z
End Line Data Collection Report for an Impact Evaluation 357
IF X CIRCLED, Other (specify) 
________________________________________
6 Theft of livestock 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
7 Major crop failure / loss 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
8 Job loss of a breadwinner 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
9 Cut off or decrease in remittances to the household 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
10 Cut off or decrease in government grants 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
11 Theft of household property 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
12 Destruction of household property 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
13 Inherited outstanding debt from deceased family member 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
14 Other (specify______________________________________________) 1 2 8 9
A B C D E F G H I X W Y Z
IF X CIRCLED, Other (specify) 
________________________________________
358 Rwanda’s Improved Services for Vulnerable Populations Project
SECTION G2. POSITIVE EVENTS
Now we would like to ask you about any good events your household may have experienced IN THE LAST 12 
MONTHS
G103 Did a […] occur in this household in the last 12 months? Yes No Don’t Know Refuse
G103.1 New regular job for a household member 1 2 8 9
G103.2 New or increased remittances 1 2 8 9
G103.3 New government grant/support 1 2 8 9
G103.4 Inheritance, large gift, lottery winnings 1 2 8 9
G103.5 Big payment from a firm 1 2 8 9
G103.6 Scholarship / bursary for children or adults in the household 1 2 8 9
G103.7 Other (specify) 1 2 8 9
MODULE H: ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT
PLEASE RECORD THE LINE NUMBER OF THE RESPONDENT FOR THIS SECTION: 
End Line Data Collection Report for an Impact Evaluation 359
I am going to read out a list of items and services. Please 
tell me if you or anyone else in your household has 
received or accessed any of these items or services in 
the last 6 months.
SERVICE
ANSWER CATEGORIES
IF RESPONDENT LINE 
NUMBER 201-220 OR 
401-420 ASK: 
Did you receive this 
service or someone 
else in the household?
H101.1 HIV test YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.2 Farmer Field School YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.3 Free Small Livestock YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.4 Free seed YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.5 Nutritional advice in caring for your children YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.6 Free food YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.7 Information on how to prevent HIV and other 
sexually transmitted infections
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.8 Information on family planning and/or birth 
spacing 
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.9 Training on Early Childhood Development YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
360 Rwanda’s Improved Services for Vulnerable Populations Project
H101.10 Livelihood training/income generation YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.11 Community savings/lending group YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.12 Life skills training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.13 Vocational training scholarships YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.14 Workforce readiness training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.15 Psychosocial support from a home visitor or 
social worker
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.16 Free school supplies or a school uniform YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.17 Birth registration support YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.18 Mosquito nets YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.19 Information on child protection YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
End Line Data Collection Report for an Impact Evaluation 361
H101.20 Nutrition messaging for pregnant or lactating 
women
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.21 One Stop (GBV center) YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.22 Information on sexual and reproductive health 
and rights 
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.23 Information on hygiene (e.g. safe water, hand 
washing)
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.24 Information on positive masculinity and gender 
equity
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.25 Umugoroba w’ababyeyi (parental evenings) YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.26 HIV treatment and care YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.27 Advice on childhood immunization YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.28 Positive parenting YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.29 Growth monitoring for children YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
362 Rwanda’s Improved Services for Vulnerable Populations Project
H101.30 Free condoms YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.31 Parent-child communication on sexual health 
and sexual behavior
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H101.32 Mentorship program YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
RESPONDENT 
SOMEONE ELSE 
IN HOUSEHOLD
BOTH 
1
2
3
H102 I have come to the end of my questions. Thank you for participating in this interview! 
Is there anything you would like to add or ask us?
H103 DATE INTERVIEW COMPLETED (dd/mm/20yy) [__ __ /__ __ /2 0 __ __ ]
H104 TIME INTERVIEW COMPLETED (dd/mm/20yy) [_____|_____:_____|___
___]
H105 INTERVIEWER NOTES
End Line Data Collection Report for an Impact Evaluation 363
Household Survey: Kinyarwanda Translation
Table of Contents
IGIKA A. IBIRANGO BY’URUGO ................................................................................................................................364
IGIKA C. URUTONDE RW’ABAGIZE URUGO N’IBIBARANGA .....................................................................................365
IGIKA D. IBIRANGA URUGO......................................................................................................................................374
IGIKA E. IBYOHEREJWE N’INGUZANYO BYATANZWE CG BYAKIRIWE N’UMURYANGO............................................380
IGICE E1. IBYOHEREREJWE UMUNTU KU GITI CYE HANZE Y’UMURYANGO CYANGWA BYOHEREREJWE 
IMIRYANGO...........................................................................................................................................................380
IGICE E2. IBYAKIRIWE BITURUTSE KU BANTU KU GITI CYABO ..............................................................................381
IGICE E3. IMPANO ZATURUTSE MU MISHINGA CG MURI LETA ............................................................................383
IGICE E4. KUZIGAMA.............................................................................................................................................388
IGIKA F. IBYO URUGO RUKORESHA MU KUBAHO/ UBURYO N’IBYO BARYA ............................................................390
IGICE F1: IBIRIBWA BARIYE MU KWEZI GUSHIZE (IBYUMWERU BINE) .................................................................390
IGICE F2. IBYAKORESHEJWE MU RUGO BITARI IBIRIBWA MU KWEZI GUSHIZE (IBYUMWERU BINE)...................399
IGICE F3. IBYAKORESHEJWE BITARI IBIRIBWA MU MEZI 12 ASHIZE .....................................................................402
IGICE F4. IBIKORESHO BYO MU RUGO BIRAMBA..................................................................................................410
IGICE F5. UBUHINZI BWOROZI N’IMIRIMO BIJYANYE MU RUGO..........................................................................414
IGICE F6. GUHINGA ...............................................................................................................................................415
IGICE F7. IBIKORESHO BY’UBUHINZI .....................................................................................................................416
IGIKA G. IBYAGO ......................................................................................................................................................419
IGICE G1. IMINSI MIKURU Y’AGAHINDA ...............................................................................................................419
IGICE G2. IBIRORI ..................................................................................................................................................420
IGIKA H: KWEGEREZWA IBIKORWA BY’UBUVUZI, KWIRINDA SIDA, KWITABWAHO NO GUFASHWA ......................421
364 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA A. IBIRANGO BY’URUGO
Note to Programmer: Preprogram the IRB Study Number into tablets for all surveys so interviewers do not 
need to document this.
IRB Study Number |_________|
A001 INTARA
A002 AKARERE
A003 UMURENGE
A004 AKAGARI
A005 UMUDUGUDU
A006 INOMERO IRANGA URUGO
End Line Data Collection Report for an Impact Evaluation 365
IGIKA C. URUTONDE RW’ABAGIZE URUGO N’IBIBARANGA
Table 3. Abakuru n’abato bavanze
KODES Z’AMASHURIKURI C114
0=Incuke 
1=Abanza 1
2=Abanza 2
3= Abanza 3
4= Abanza 4
5= Abanza 5
6= Abanza 6
7= Abanza 7
8= Abanza 8
11= 
Ayisumbuye 1
12= 
Ayisumbuye 2
13= 
Ayisumbuye 3
14=Ayisumbuye 
4 
15=Ayisumbuye 
5
16=Ayisumbuye 
6
17=Imyuga 1
18=Imyuga 2
19=Imyuga 3
21=Kaminuza 1
22= Kaminuza 
2
23= Kaminuza 
3
24= Kaminuza 
4
25=Kaminuza 5 no kuzamura
77=Ntayo
88=Simbizi
UZUZA IMBONERAHAMWE YA MBERE N’IYA KABIRI (IBIBAZO C101-C106) MURI TRACKING DOCUMENT
Ubusobanuro bwa Kode z’ikibazo cya C109: ISANO IRI HAGATI YA BURI MUNTU UBA MURI URU RUGO NA NYIRURUGO 
1=NYIRURUGO
2=UWO BASHAKANYE
3=UMUHUNGU WE CG 
UMUKOBWA WE
4= UMUKWE CYANGWA UMUKAZANA
5= UMWUZUKURU
6=UMUBYEYI WE
7=SEBUKWE/NYIRABUKWE
8=UMUVANDIMWE
9= IRINDI SANO
10=UWO BARERA BYEMEWE 
N’AMATEGEKO/ UWO BARERA GUSA/ 
UMWANA W’UWO BASHAKANYE
11 = NTA SANO 
88 = NTABYO AZI
Ubusobanuro bwa Kode z’ikibazo cya C111: Isano riri hagati y’urera n’abana bwo muri uru rugo
01=Nyina umubyara
02= Se umubyara
03= Mukase/ Nyina bitari bwite
04=Umugabo wa Nyina ariko 
utari se
05=Mushiki we (mukuru 
we/murumuna we)
06=Musaza we (mukuru 
we/murumuna we)
07=Nyirasenge
08=Se wabo/Nyirarume
09= Nyirakuru
10=Sekuru
11= Ni igitsina gore 
badafitanye isano
12= Igitsina gabo 
badafitanye isano
13= Ni umwana wirera
66= Irindi sano
88=Ntabizi
366 Rwanda’s Improved Services for Vulnerable Populations Project
Noneho ndifuza kubabaza ibibazo byimbitse ku bagize urugo rwanyu 
106.1 
Inomero ku 
rutonde 
rw’abagize 
umuryango 
(uhereye kuri 
101 
ukarangiza 
urutonde 
rw’abantu 
bakuru, 
ugatangirira 
kuri 201 
ukarangiza 
urutonde 
rw’abana).
C106.2 Andika 
amazina y’abagize 
umuryango bose 
uhereye 
kumbonerahamwe 
1 n’iya 2. 
C107. 
(IZINA) ni 
igitsina gabo 
cg igitsina 
gore?
1=Gabo
2=Gore
6=Ibindi 
(bivuge)
9=Yanze 
gusubiza
C108. (Izina) afite imyaka 
ingahe?
ANDIKA IMYAKA MU 
MIBARE, NIBA AFITE 
MUNSI Y’UMWAKA 
UMWE, ANDIKA 0 KU 
MYAKA, HANYUMA 
WANDIKE UMUBARE 
W’AMEZI
REBA NEZA AHO UGIZE 
URUGO AHEREREYE 
UKURIKIJE IMYAKA. NIBA 
ARI MU MBONERAHAMWE 
ITARI YO, KOSORA.
C109. 
Isano riri hagati ya 
(Izina) na Nyirurugo
Reba kode z’amasano 
hejuru
KU BANTU BAKURU 
BOSE BAFITE IMYAKA 
18 KUZAMURA, 
SIMBUKIRA KURI 
C114.
ICYITONDERWA: NIBA 
UMUTWARE 
W’URUGO AFITE 
IMYAKA 10-17, SUBIZA 
C110-C113.
C110.
Ninde 
ubusanzwe 
ushinzwe 
kwita/kurera 
(Izina)? INJIZAMO 
INOMERO 
Y’UMUREZI 
W’IBANZE IRI KU 
RUTONDE 
NIBA (IZINA) 
YIYITAHO CG 
YIRERA UBWE, 
ANDIKA INOMERO 
Y’UMURONGO WE 
(UHEREYE KURI 
C104.1) HANO 
KURI C110 NA “13” 
KURI C111. 
HANYUMA UBAZE 
C112.
C111. Nirihe sano riri 
hagati y’ umurezi w’ibanze 
na (IZINA)
Reba Kode hejuru
Niba ari umubyeyi, baza 
niba ari 
uw’umubyaye/umubyeyi 
umurera ataramubyaye
C112. Niba 
C111=01, 
Andika 
1=Yego 
kuri C112 
ubundi 
usimbukire 
kuri C113
Nyina wa 
(IZINA) 
aracyariho?
1=Yego, 
2=Oya,
8=Ntabizi
C113. Niba 
C111=02, 
andika 
1=Yego kuri 
C113 
ubundi 
usimbukire 
kuri C114
Se wa 
(IZINA) 
aracyariho?
1=Yego,
2=Oya, 
8=Ntabizi
C114.Hitamo: 
Baza ku bafite 
hejuru y’imyaka 
itatu. Ni uruhe 
rwego 
rw’amashuri 
(IZINA) 
yarangije? 
Reba Kode 
z’amashuri 
hejuru.
C114.1 Hitamo: 
Baza ku bafite 
imyaka 10 
kuzamura: Ni 
iyihe 
rangamimerere 
ryanyu 
ubungubu? 
Reba codes 
z’irangamimerere 
hasi
101. __ __ imyaka __ __ukwezi
102. __ __ imyaka __ __ukwezi
103. __ __ imyaka __ __ukwezi
104. __ __ imyaka __ __ukwezi
105. __ __ imyaka __ __ukwezi
106. __ __ imyaka __ __ukwezi
107. __ __ imyaka __ __ukwezi
108. __ __ imyaka __ __ukwezi
109. __ __ imyaka __ __ukwezi
110. __ __ imyaka __ __ukwezi
111. __ __ imyaka __ __ukwezi
112. __ __ imyaka __ __ukwezi
113. __ __ imyaka __ __ukwezi
114. __ __ imyaka __ __ukwezi
115. __ __ imyaka __ __ukwezi
116. __ __ imyaka __ __ukwezi
117. __ __ imyaka __ __ukwezi
End Line Data Collection Report for an Impact Evaluation 367
106.1 
Inomero ku 
rutonde 
rw’abagize 
umuryango 
(uhereye kuri 
101 
ukarangiza 
urutonde 
rw’abantu 
bakuru, 
ugatangirira 
kuri 201 
ukarangiza 
urutonde 
rw’abana).
C106.2 Andika 
amazina y’abagize 
umuryango bose 
uhereye 
kumbonerahamwe 
1 n’iya 2. 
C107. 
(IZINA) ni 
igitsina gabo 
cg igitsina 
gore?
1=Gabo
2=Gore
6=Ibindi 
(bivuge)
9=Yanze 
gusubiza
C108. (Izina) afite imyaka 
ingahe?
ANDIKA IMYAKA MU 
MIBARE, NIBA AFITE 
MUNSI Y’UMWAKA 
UMWE, ANDIKA 0 KU 
MYAKA, HANYUMA 
WANDIKE UMUBARE 
W’AMEZI
REBA NEZA AHO UGIZE 
URUGO AHEREREYE 
UKURIKIJE IMYAKA. NIBA 
ARI MU MBONERAHAMWE 
ITARI YO, KOSORA.
C109. 
Isano riri hagati ya 
(Izina) na Nyirurugo
Reba kode z’amasano 
hejuru
KU BANTU BAKURU 
BOSE BAFITE IMYAKA 
18 KUZAMURA, 
SIMBUKIRA KURI 
C114.
ICYITONDERWA: NIBA 
UMUTWARE 
W’URUGO AFITE 
IMYAKA 10-17, SUBIZA 
C110-C113.
C110.
Ninde 
ubusanzwe 
ushinzwe 
kwita/kurera 
(Izina)? INJIZAMO 
INOMERO 
Y’UMUREZI 
W’IBANZE IRI KU 
RUTONDE 
NIBA (IZINA) 
YIYITAHO CG 
YIRERA UBWE, 
ANDIKA INOMERO 
Y’UMURONGO WE 
(UHEREYE KURI 
C104.1) HANO 
KURI C110 NA “13” 
KURI C111. 
HANYUMA UBAZE 
C112.
C111. Nirihe sano riri 
hagati y’ umurezi w’ibanze 
na (IZINA)
Reba Kode hejuru
Niba ari umubyeyi, baza 
niba ari 
uw’umubyaye/umubyeyi 
umurera ataramubyaye
C112. Niba 
C111=01, 
Andika 
1=Yego 
kuri C112 
ubundi 
usimbukire 
kuri C113
Nyina wa 
(IZINA) 
aracyariho?
1=Yego, 
2=Oya,
8=Ntabizi
C113. Niba 
C111=02, 
andika 
1=Yego kuri 
C113 
ubundi 
usimbukire 
kuri C114
Se wa 
(IZINA) 
aracyariho?
1=Yego,
2=Oya, 
8=Ntabizi
C114.Hitamo: 
Baza ku bafite 
hejuru y’imyaka 
itatu. Ni uruhe 
rwego 
rw’amashuri 
(IZINA) 
yarangije? 
Reba Kode 
z’amashuri 
hejuru.
C114.1 Hitamo: 
Baza ku bafite 
imyaka 10 
kuzamura: Ni 
iyihe 
rangamimerere 
ryanyu 
ubungubu? 
Reba codes 
z’irangamimerere 
hasi
118. __ __ imyaka __ __ukwezi
119. __ __ imyaka __ __ukwezi
120. __ __ imyaka __ __ukwezi
201. __ __ imyaka __ __ukwezi
202. __ __ imyaka __ __ukwezi
203. __ __ imyaka __ __ukwezi
204. __ __ imyaka __ __ukwezi
205. __ __ imyaka __ __ukwezi
206. __ __ imyaka __ __ukwezi
207. __ __ imyaka __ __ukwezi
208. __ __ imyaka __ __ukwezi
209. __ __ imyaka __ __ukwezi
210. __ __ imyaka __ __ukwezi
211. __ __ imyaka __ __ukwezi
212. __ __ imyaka __ __ukwezi
213. __ __ imyaka __ __ukwezi
214. __ __ imyaka __ __ukwezi
215. __ __ imyaka __ __ukwezi
368 Rwanda’s Improved Services for Vulnerable Populations Project
106.1 
Inomero ku 
rutonde 
rw’abagize 
umuryango 
(uhereye kuri 
101 
ukarangiza 
urutonde 
rw’abantu 
bakuru, 
ugatangirira 
kuri 201 
ukarangiza 
urutonde 
rw’abana).
C106.2 Andika 
amazina y’abagize 
umuryango bose 
uhereye 
kumbonerahamwe 
1 n’iya 2. 
C107. 
(IZINA) ni 
igitsina gabo 
cg igitsina 
gore?
1=Gabo
2=Gore
6=Ibindi 
(bivuge)
9=Yanze 
gusubiza
C108. (Izina) afite imyaka 
ingahe?
ANDIKA IMYAKA MU 
MIBARE, NIBA AFITE 
MUNSI Y’UMWAKA 
UMWE, ANDIKA 0 KU 
MYAKA, HANYUMA 
WANDIKE UMUBARE 
W’AMEZI
REBA NEZA AHO UGIZE 
URUGO AHEREREYE 
UKURIKIJE IMYAKA. NIBA 
ARI MU MBONERAHAMWE 
ITARI YO, KOSORA.
C109. 
Isano riri hagati ya 
(Izina) na Nyirurugo
Reba kode z’amasano 
hejuru
KU BANTU BAKURU 
BOSE BAFITE IMYAKA 
18 KUZAMURA, 
SIMBUKIRA KURI 
C114.
ICYITONDERWA: NIBA 
UMUTWARE 
W’URUGO AFITE 
IMYAKA 10-17, SUBIZA 
C110-C113.
C110.
Ninde 
ubusanzwe 
ushinzwe 
kwita/kurera 
(Izina)? INJIZAMO 
INOMERO 
Y’UMUREZI 
W’IBANZE IRI KU 
RUTONDE 
NIBA (IZINA) 
YIYITAHO CG 
YIRERA UBWE, 
ANDIKA INOMERO 
Y’UMURONGO WE 
(UHEREYE KURI 
C104.1) HANO 
KURI C110 NA “13” 
KURI C111. 
HANYUMA UBAZE 
C112.
C111. Nirihe sano riri 
hagati y’ umurezi w’ibanze 
na (IZINA)
Reba Kode hejuru
Niba ari umubyeyi, baza 
niba ari 
uw’umubyaye/umubyeyi 
umurera ataramubyaye
C112. Niba 
C111=01, 
Andika 
1=Yego 
kuri C112 
ubundi 
usimbukire 
kuri C113
Nyina wa 
(IZINA) 
aracyariho?
1=Yego, 
2=Oya,
8=Ntabizi
C113. Niba 
C111=02, 
andika 
1=Yego kuri 
C113 
ubundi 
usimbukire 
kuri C114
Se wa 
(IZINA) 
aracyariho?
1=Yego,
2=Oya, 
8=Ntabizi
C114.Hitamo: 
Baza ku bafite 
hejuru y’imyaka 
itatu. Ni uruhe 
rwego 
rw’amashuri 
(IZINA) 
yarangije? 
Reba Kode 
z’amashuri 
hejuru.
C114.1 Hitamo: 
Baza ku bafite 
imyaka 10 
kuzamura: Ni 
iyihe 
rangamimerere 
ryanyu 
ubungubu? 
Reba codes 
z’irangamimerere 
hasi
216. __ __ imyaka __ __ukwezi
217. __ __ imyaka __ __ukwezi
218. __ __ imyaka __ __ukwezi
219. __ __ imyaka __ __ukwezi
220. __ __ imyaka __ __ukwezi
End Line Data Collection Report for an Impact Evaluation 369
CODES Z’IBISUBIZO KURI C114.1: IRANGAMIMERERE
1=Yarashyingiwe 2=Afite uwo babana (ariko 
ntarasezerana mu mategeko) 
3=Ntiyigeze ashaka 4=Afite ubutane/yatandukanye n’uwo 
bashakanye
5=Yarapfakaye 9=Yanze gusubiza
Itsinda ryo kuzigama no kugurizanya ni itsinda rigizwe n’abaturage bishyize hamwe kugira ngo bizigamire kandi bagurizanye kuri ubwo bwizigame bwabo. Ibikorwa by’itsinda bimara umwaka aho ubwizigame 
bwabo bwose ndetse n’inyungu ku nguzanyo babigabana bakongera gutangira umwaka bundi bushya. Itsinda ryo kuzigama no kugurizanya rinaha abanyamuryango ubumenyi ku bijyanye n’icungamutungo.
Table 4. Kuri C115-C120 Hitamo: Baza C115 – C120 ku bafite hejuru y’amezi 59 (Bangana cg bafite imyaka 5) y’amavuko
KODE Z’IBISUBIZO KU KIBAZO CYA C115: IMIRIMO BAKORA
1 = Guhingira abandi
2 = Umuhinzi mu murima we
3 =Umworozi
4 = Umurobyi
5 = Acuruza uducogocogo
6 = Umucuruzi 
7= Ubucukuzi bw’amabuye y’agaciro 
8 = Kwenga inzoga 
9 = Ubukorikori 
10= Umukozi wo mu rugo
11 = Ububaji (charpentier)
12 = Ubwubatsi
13 = Ubuvuzi gakondo
14 = Ubukanishi
15 = Gusya/ Kubeta ifu
16= Ubudozi
17= Ubwogoshi/ibijyanye n’imisatsi
18= Gutwika amakara
19= Gucuruza inkwi/amakara
51= Nta kazi agira
52= Umugore ukora imirimo yo mu rugo rwe
53= Umunyeshuri
54= Mu kiruhuko cy’izabukuru
55= Ntashobora gukora kubera uburwayi/ Ubumuga
66 = Ikindi, kivuge
370 Rwanda’s Improved Services for Vulnerable Populations Project
C115.1
Nomero 
z’umurongo 
(uhereye 
kuri 101 
ukarangiza 
urutonde 
rw’abantu 
bakuru, 
ugatangirira 
kuri 201 
ukarangiza 
urutonde 
rw’abana).
C115.a
Mu mezi 12 
ashize 
[KANAKA] 
yigeze amara 
igihe atari mu 
rugoNk’urugero, 
ku masomo, ku 
pamvu z’akazi, 
afunze, cg indi 
mpamvu?
1= Yego
2= Oya =>C115.2
C115.b
Ni igihe kingana 
iki [KANAKA] 
yamaze atari 
mu rugo mu 
mezi 12 ashize?
NIBA UWO 
MUNTU ATARI 
AHARI MU MEZI 
12 ASHIZE, AKABA 
ARI N’UMUGABO 
W’URERA 
UMWANA 
W’IWANZE ; UWO 
URERA UMWANA 
NTABWO 
ABAZWA IGIKA 
CYA E3, KUVA 
KURI E309-
E309.10
C115.c
Ni iyihe mpamvu 
y’ingenzi 
yatumye ataba 
mu rugo?
1= Amashuli
2= Akazi 
ngarukamwaka
3= Ubu akorera 
hanze y’ urugo
4= 
Kwivuza/Kurwaza
5= Kwitabira ibirori
6= Gusura inshuti/ 
abavandimwe
7= Amahugurwa
8= 
Gufungwa/imirimo 
ntsimburagifungo
9= Impamvu 
itazwwi
66= Iyindi, 
sobanura
C115.2 
Ni akahe kazi 
(IZINA) akora?
Reba hejuru 
kode 
z’imirimo
C116. [IZINA] 
Yaba 
ahemberwa uyu 
murimo akora 
cyangwa akandi 
kazi kose yaba 
akora?
1= Yego
2= Oya
8= Ntabizi
Niba ari 
Oya=>C118
C117. [IZINA] 
yaba ahembwa 
amafaranga cg 
Ibintu
1 = Amafaranga 
gusa
2. Amafaranga 
hamwe n’ibintu
3 = Ibintu gusa
C118. Yaba 
[IZINA] aba mu 
matsinda yo 
kuzigama no 
kugurizanya 
y’umushinga 
Twiyubake?
1 = Yego=> C120
2=Oya
8=Ntabizi
C119. Yaba 
[IZINA] aba mu 
itsinda iryo 
ariryo ryose ryo 
kuzigama no 
kugurizanya?
1 = Yego
2 = Oya
8 = Ntabizi
NIBA ARI YEGO, 
ONGERA UBAZE 
NIBA IRYO 
TSINDA ARI 
TWIYUBAKE
C120. Ni abana bangahe bari munsi 
y’imyaka 18 baba muri uru rugo 
[IZINA] yaba abereye umurezi 
w’ibanze?
NIBA NTA BANA BAHABA, ANDIKA 
00.
NIBA [IZINA] AFITE MUNSI Y’IMYAKA 
18 AKABA YIRERA, MUBARE 
NK’UMWANA 1, NIBA HARI
N’ABANDI BANA ARERA, BONGERE 
KURI UWO UMWE WANDIKE 
IGITERANYO CYABO BOSE
101
102
Etc.
BAZA C120A YO MURI TRACKING DOCUMENT KUGIRANGO UMENYE UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO KU GURIZANYA UFITE UBUMENYI KURUSHA 
ABANDI 
UZUZA KISH GRID YO MURI TRACKING DOCUMENT KUGIRANGO UMENYE URERA UMWANA W’IBANZE USUBIZA IBIBAZO BYA IPV MODULE
C120.1 REBA NIBA URI AHO UMUSHINGA UKORERA (AHO IBIKORWA BYAWO BYOSE BIKORA CYANGWA AHARI BIMWE MU BIKORWA BYAWO BIKORERWA)
 YEGO, AHO UMUSHINGA UKORERA (AHARI IBIKORWA BYAWO BYOSE AHO MUSHINGA UDAKORERA C120.3 
C120.2 CHECK C118. REBA C118. NIBA HARI AHASUBIJWE “YEGO” KO NIBURA UMWE MU BAGIZE URUGO YITABIRA TWIYUBAKE?
End Line Data Collection Report for an Impact Evaluation 371
 YEGO, ASUBIJE YEGO NIBURA HAMWE MURI C118 C120.8 YASUBIJE “OYA” CYANGWA “NTAZI” NIBURA MURI C118 C120.4
C120.3 REBA C119 NIBA HARI AHASUBIJWE “YEGO” KO NIBURA UMWE MU BAGIZE URUGO ARI MU ITSINDA RYO KUZIGAMA NO KUGURIZANYA? 
 YEGO, ASUBIJE YEGO NIBURA HAMWE MURI C119 C120.8 YASUBIJE “OYA” CYANGWA “NTAZI” NIBURA MURI C119 C120.9
C120.4 Kuki nta munyamuryango w'uru rugo uba muri Twiyubake? GUSOZA KU MUGARAGARO
KUVA MURI TWIYUBAKE ITARASOZA KU MUGARAGARO/GUCIKIRIZA)
(KOHEREZWA MUYINDI GAHUNDA YITA KU BANA B'IMFUBYI 
N'ABATAGIRA KIRENGERA (STATE NAME) (
ANDIKA ABANA B'IMFUBYI N'ABUGARIJWE N'ABATAGIRA 
KIRENGERA:______________
UMUNYAMURYANGO W'URUGO WITABIRAGA YARIMUTSE
UMUNYAMURYANGO W'URUGO WITABIRAGA YARAPFUYE
NTA BWITABIRE NAMBA MURI TWIYUBAKE
IBINDI_________________________________________________
NTAZI TWIYUBAKE ICYO ARI CYO
1
2 => C120.6
3 => C120.7
4 => C120.7
5 => C120.7
6 => C120.7
7 => C120.7
66 => C120.7
88
C120.5 Ni mukuhe kwezi n'umwaka urugo rwanyu rwitabiriye ibirori byo gucuka/gusoza kuri 
Twiyubake?
 UKWEZI UMWAKA
=> C120.8
C120.6 Ni zihe mpamvu zatumye urugo rwanyu ruhitamo kuva muri Twiyubake? NTA SERIVISI/INYUNGU BAHAWE KUVA MURI TWIYUBAKE
NTASHISHIKAJWE N'IBIVA MU NAMA
NTASHOBORA KUBONA INKUNGA ITEGANYIJWE
NTA GIHE CYO KWITABIRA INAMA
NTASHOBORA KWISHYURA URUGENDO AJYA MU NAMA
INAMA ZO KWITABIRWA ZARI NYISHI
NTIYISHIMIYE/NTIYAKUNZE ABANDI BANYAMURYANGO B'ITSINDA
NTIYISHIMIYE/NTIYAKUNZE ABAYOBOZI B'AMATSINDA
A
B
C
D
E
F
G
H
372 Rwanda’s Improved Services for Vulnerable Populations Project
NTIYIYUMVAGA MU ITSINDA
ITSINDA NTIRYAGIRAGA GAHUNDA
IBINDI _______________________________________________
SOBANURA
I
J
X
C120.7 Hari undi muntu witabiriye akenshi inama za Twiyubake? YEGO 1
OYA 2
C120.8 Mwaba mwaramaze ameziangahe muri Twiyubake?
MUNSI Y'UKWEZI
AMEZI 1-3
AMEZI 4-6
AMEZI 7-12
AMEZI 13-18
AMEZI 19-24
HEJURU Y'AMEZI 24
NTABYO AZI
1
2
3
4 C120.9
5
6
7
8
C120.8 Jya KU RUTONDE UBASHE GUHITAMO UFITE AMAKURU MENSHI KU ITSINDA RYO KUZIGAMA NO KUGURIZANYA
C120.9 JYA KU RUTONDE KUGIRANGO WUZUZE KISH GRID UBASHE GUHITAMO UGUSUBIZA IGIKA CYA IPV NA CAREGIVER
C121
Mu mezi 12 ashize, muri uru rugo rwanyu haba hari abandi bantu bashya binjijye 
mu rugo rwanyu? Ni ukuvuga nk’umwana wavutse cyangwa umwana cyangwa 
undi waje kuba hano?
Yego
Oya
1
2=>C123
C122
Muri abo bantu bashya mwungutse 
mu murugo rwanyu ni bangahe bari: 
Soma buri gice cy’imyaka
Munsi y’imyaka 5 |___ ___| Hagati y’imyaka 
18 na 59 |___ ___|
Hagati y’imyaka 5 
na 17 |___ ___|
Imyaka 60 no 
kuzamura |___ ___|
C123 Mu mezi 12 ashize, hari abantu mwapfushije mu rugo rwanyu-Ni ukuvuga abantu 
babaga mu rugo rwanyu igihe bitabaga imana?
Yego
Oya
1
2=>C201: 
End Line Data Collection Report for an Impact Evaluation 373
C124
Muri abo bapfuye, ni bangahe bari: 
Soma buri gice cy’imyaka
Munsi y’imyaka 5 |___ ___|
Hagati y’imyaka 
18 na 59
|___ ___|
Hagati y’imyaka 5 
na 17 |___ ___|
Imyaka 60 no 
kuzamura
|___ ___|
UZUZA IGIKA C2 MURI TRACKING DOCUMENT (IBIBAZO C201-C207)
374 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA D. IBIRANGA URUGO
Ubaza: Baza umuntu ufata ibyemezo wa mbere muri uru rugo (Nkuwagusubije mu gika cya C). Andika ibisubizo by’ibibazo D06, D08, D11 ugendeye/ushingiye kubyo wowe ubona.
Ubu noneho ngiye kubabaza ibibazo bimwe na bimwe ku nzu yanyu
D101. Iyi nzu muyituyemo mu buhe 
buryo?
Niyabo (kandi nta deni rya banki)
Niyabo ariko bafite ideni rya Banki
Barakodesha
Ni inzu y’umukoresha/y’akazi
1
2=>D103
3=>D103
4
Ni inzu bahawe nta ubukode
Ni imbohozanyoBubatse mu butaka butari ubwabo 
ntaruhushya/Barahitije
Bahatuye by’igihe gito, ni mu nkambi
Ibindi, sobanura_____
5
6
7 =>D105
66
D102. Iyi nzu yawe uramutse uyikodesha wa kwishyura amafaranga angahe? 
SOBANUZA, NI MUGIHE KINGANA IKI AYO MAFARANGA YISHYURWA RWF
Umunsi 1 
Icyumweru 
Ukwezi 
Umwaka
1 =>D104
2 =>D104
3 =>D104
4 =>D104
D103. 
Ubukode/inguzanyo mwafashe y’iyinzu muyishyura amafaranga angahe?
SOBANUZA, NI MUGIHE KINGANA IKI AYO MAFARANGA YISHYURWA
RWF
Umunsi 
Icyumweru 
Ukwezi 
Umwaka 
1
2 
3 
4 
D104. Hashize imyaka ingahe iyi nzu yubatswe? Ifite imyaka ingahe? NIBA NTABYO AZI, ANDIKA 888
D105. “REBA GUSA WANDIKE IGISUBIZO UTABAJIJE” 
Urebeye inyuma, inkuta z’inzu nini muri uru rugo 
ahanini zubatswe n’iki?
Inkuta zisanzwe (IBIKORESHO GAKONDO)
Nta nkuta ifite 
Ibyatsi/ imikindo/ibirere n’ibisa nabyo
Icyondo 
Inkuta zidakomeye (IBIKORESHO BITARAMBA)
Ibiti/Imigano n’ibyondo 
Amabuye n’ibyondo 
Rukarakara idatwikiriye
Contre plaquet/Triplex 
Ibikarito 
Ibiti byari byigeze gukoreshwa 
Rukarakara iteye sima
11
12
13
21
22
23
24
25
26
27
Inkuta zisennye, zirangiye (IBIKORESHO 
BIRAMBYE)
Sima 
Amabuye n’ishwagara/sima 
Amatafari ahiye 
Bloke sima 
Rukarakara itwikiriye
Imbaho / Planche z’ibiti
Ibindi (sobanura)
31
32
33
34
35
36
66
D106. “REBA GUSA WANDIKE IGISUBIZO UTABAJIJE” 
Igisenge : Igisenge cy’inzu nini yo muri uru rugo ahanini 
gikozwe n’iki/Cyubakishije iki?
Igisenge gisanzwe(IBIKORESHO GAKONDO)
Nta gisenge ifite
Ibyatsi/imikindo/ibirere 
Igitaka
Igisenge kidakomeye(IBIKORESHO BITARAMBA)
11
12
13
Igisenge gisakaye kijyambere (IBIKORESHO 
BIRAMBYE)
Amabati
Ibiti
Amategura ya fibro sima
31
32
33 
End Line Data Collection Report for an Impact Evaluation 375
Shitingi, / amashashi 
Imikindo/imigano
Ibibaho
Ibikarito
21
22
23
24
Amakaro
Sima
Amategura
Ibindi (Sobanura__________________)
34
35
36
66
D107. “REBA GUSA WANDIKE IGISUBIZO UTABAJIJE” 
Hasi: Hasi mu nzu nini yo muri uru rugo ahanini 
hakozwe n’iki/hubakishije iki?
Hasi mu nzu hasanzwe(IBIKORESHO GAKONDO)
Ubutaka/umucanga
Amase
Hasi mu nzu ntihakomeye(IBIKORESHO BITARAMBA)
Imbaho
Imikindo/Imigano
11
12
21
22
Hasi mu nzu haratunganye (IBIKORESHO 
BIRAMBYE)
Imbaho zisennye
 Amakaro ya plastic/Vinyl or Asphalt Strips
Amakaro
 Sima
 Tapi
Ibindi ( Sobanura__________________)
31
32
33
34
35
66
D108.Ni ibyumba bingahe byo muri iyi nzu biryamamwamo
(NTUBARE AHO BAKARABIRA, IMISARANE, UBUBIKO BW’IBINTU CG UBUBIKO BW’IMODOKA)
D109. Urugo rwanyu rufite amashanyarazi? Yego 1 Oya 2 >> D111
D110. Amafaranga yose hamwe mwishyura amashanyarazi ni 
angahe? Sobanuza neza, Umuriro wayo mafaranga bawukoresha 
mu gihe kingana iki? RWF
Umunsi
Icyumweru
Ukwezi
Umwaka
1
2
3
4
D111. Igikoni cyubatse mu nzu bararamo, mu yindi nzu yo hanze, 
cg nticyubakiye?
Mu nzu bararamo
Muyindi nzu yo hanze
1
2
Hanze y’inzu
Muri uru rugo ntibateka
Ahandi (sobanura_____)
3
4 => D113
6
D112.1. Mutekesha iki?
Amashanyarazi EUCL
LPG/ Gazi
Biyogazi
Peterori
Amakara
Inkwi
Imikenke/ibihuru/ibyatsi
Ibisigazwa by’ibihingwa
1=>D113.1
2
3
4
5=>D113.1
6=>D113.1
7 
8
Amase
Ibisigazwa by’ibihingwa
Ingufu z’izuba
Nyiramugengeli
Ibindi (Sobanura)
Ntabyo azi
Yanze gusubiza
9
10
11
12
66
88=>D113.1
99 =>D113.1
D112.2 Ibyo watekesheje mu minsi 30 ishize bifite agaciro kangana gute, waba warabiguze cyangwa utarabiguze?
RWF
D113.1 N’iki mukoresha mucana/mu murika mu nzu
Amashanyarazi ya EUCL
Biyogazi
Moteli/groupe
Itara rya peterori
1=>D114
2
3
4
Imirasire y’ izuba
Ampoule na Bateri 
Ibindi (sobanura)
Ntabyo azi
7
8
66
88 >D114
376 Rwanda’s Improved Services for Vulnerable Populations Project
Inkwi
Buji
5 >D114
6
Yanze gusubiza 99 >D114
D113.2 Ibyo mwifashishije mu gucana mu nzu muri iyi minsi 30 ishize 
bifite agaciro kangana iki? RWF
D114 Niba igisubizo cya D112.1 ari 6 (Inkwi) cg D 113.1 ari 5 
(Inkwi). Uzuzamo YEGO kuri D114 hanyuma usimbuke ku 
kibazo cya D115.
Waba warigeze ukoresha inkwi nk’ibicanwa mu minsi 30 ishize?
Yego
1 Oya 2 =>D116
D115 Mwatubwira agaciro k’inkwi mwakoresheje mu minsi 30 ishize mu guteka cg gucana? Mwaba mwaraziguze cyangwa mutara biguze? (Niba mutaraziguze gereranya ikiguzi 
mwarikuziguramo).
RWF
D116 Niba igisubizo cya D112.1 ari 5 (amakara), andika 1=Yego kuri D116 hanyuma usubize ikibazo cya D 117
Mu minsi 30 ishize mwaba mwarakoresheje amakara nk’ibicanwa? 
Yego
Oya
1
2 >>D118
D117. Mwatubwira agaciro k’amakara mwakoresheje mu minsi 30 ishize? Mwaba mwarayaguze cg mwarayitwikiye ubwanyu. (Niba mwarayitwikiye ubwanyu mugereranye nk’ikiguzi 
cyayo muramutse muyaguze). RWF
D118.Amazi munywa mu muryango wanyu muyakura hehe?
Amazi 
azamurwa na 
pompe cg mu 
ruhombo(itiyo)
Amazi ya 
Robine
Robine iri mu 
nzu
Robine iri mu 
rugo
Robine 
rusange
Amazi y’Iriba 
Iriba ryubakiye
Iriba ritubakiye
Amazi yo mu 
Isoko
Isoko yubakiye
1
2 => D120
3 => D120
4
5
6
7
Isoko itubakiye
Amazi y’imvura
Amazi azanwa n’ikamyo ya tanki 
Ikigega gifite robine giteretse ku ngorafani 
isunikwa/icungwa
Amazi y’ikidendezi(mu kidamu,imigezi, ayo mu 
miringoti yo kuhira imirima)
Amazi bazana mu macupa apfundikiye 
Ibindi(Sobanura)_____________
Simbizi
Yanze gusubiza
8
9
10
11
12
13
66
88
99
D119. Amazi mukoresha aturuka hehe, cg muyavoma ahagana hehe?
Mu nzu 
Mu gipangu
1
2
End Line Data Collection Report for an Impact Evaluation 377
Ahandi 3
D120.
Urugo rwanyu rwakoresheje amazi y’ amafaranga angahe mu minsi 30 ishize? (NIBA ATARAGUZWE ANDIKA 0) RWF
D121. 
Haba hari ikintu mukorera amazi yanyu ngo muyanywe 
asukuye?
YEGO 
OYA
1
2 => D123
NTABYO AZI
YANZE GUSUBIZA
D122. Mukora iki kugirango amazi munywa abe asukuye? 
PROBE: Nta ikindi krengaho?
Boil (TURAYATEKA AKABIRA)
Add bleach/chlorine (Sur Eau) 
(DUSHYIRAMO UMUTI WA SIRO)
Add P&G (water purifying packet)
(DUSHYIRAMO UMUTI UBA MU DUPAKI 
TUYASUKURA)
Strain through a cloth
(KUYAYUNGURURA N’UMWENDA 
USUKUYE)
Use water filter 
(ceramic/sand/composite/etc)
(GUKORESHA FILITIRE)
A
B
C
D
 E
Solar disinfection (KUYATEREKA KU ZUBA)
Let it stand and settle (KUYATEREKA 
AGACAYUKA, IMYANDA IKAJYA HASI)
Other (IBINDI) (specify SOBANURA___)
Don’t know (NTABIZI)
Refuse (YANZE GUSUBIZA)
378 Rwanda’s Improved Services for Vulnerable Populations Project
D123. Mushobora kunyereka aho abantu bo muri uru rugo rwanyu bakunze gukarabira 
intoki?
Observed (HAREBWE)
Not observed, not in dwelling/yard/plot (NTIHAREBWE, SI MU 
NZU,SI MU RUGO/MU GIPANGU)
Not observed, no permission to see (NTIHAREBWE, NTA 
BURENGANZIRA BWATANZWE BWO KUHAREBA)
Not observed, other reason (NTIHAREBWE KUBERA IZINDI 
MPAMVU)
D124. 
REBA GUSA NTUBAZE: Itegeze neza niba aho 
bakarabira intoki hari amazi
Water is available (AMAZI ARAHARI)
Water is not available (NTA MAZI AHARI)
D125. ITEGEREZE GUSA NTACYO UBAJIJE NIBA AHO 
BAKARABIRA INTOKI HARI ISABUNE CG IKINDI 
KIFASHISHWA MU GUSUKURA IMYANDA IRI KU NTOKI.
Soap or Detergent (bar, liquid, powder, paste) (ISABUNE CG IBYICA UDUSIMBA (Y’ITAFARI NKA TEMBO, Y’AMAZI, 
Y’IFU, IFASHE NK’UBUGALI))
Ash, mud, sand (IVU, AKONDO, UMUCANGA)
None (NTABYO)
End Line Data Collection Report for an Impact Evaluation 379
D126. 
Mukoresha ubuhe bwoko bw’umusarani?
Flush or Pour Flush Toilet:
Flush to piped sewer system
(UMUSARANI UREKURA AMAZI, 
BICARAHO , UPFUNDIKIYE, WOHEREZA 
IMYANDA MU RUHOMBO 
RWABUGENEWE)
Flush to septic tank (UMUSARANI 
UPFUNDIKIYE, WOHEREZA AMAZI MU 
CYOBO CYABUGENEWE)
Flush to pit latrine (YOHEREZA MU 
MUSARANE WO HANZE UCUKUYE)
 Flush to somewhere else (UMUSARANI 
WOHEREZA IMYANDA AHANDI HANTU)
Flush, don’t know where (UMUSARANI 
WOHEREZA IMYANDA AHANDI HANTU 
ATAZI)
Pit Latrine:
Ventilated improved pit latrine
(UMUSARANE WA KIJYAMBERE, 
W’UMWOBO, UFITE UBUHUMEKERO 
KDI WUBAKIYE)
Pit latrine with slab (UMUSARANE 
W’UMWOBO UPFUNDIKIRWA)
Pit latrine without slab/open pit 
(UMUSARANE W’UMWOBO 
UDAPFUNDIKIRWA)
 
11
12
13
14
15
21
22
23
Composting toilet
(UMUSARANI 
UKORESHWA 
NK’INGARANI)
Bucket toilet
(KWITUMA MU 
GIKORESHO 
(NK’INDOBO) 
BAKAJYA 
KUYIMENA 
AHANDI)
Hanging toilet / 
hanging latrine
(UMUSARANE 
UMENA MU MAZI)
No 
facility/bush/field
(NTA 
MUSARANI/BAJYA 
MU 
GIHURU/MURIMA)
Other
(BAKORESHA 
UBUNDI BURYO)
(specify______) 
Refuse (YANZE 
GUSUBIZA) 
D126. Mukoresha ubuhe bwoko bw’umusarani?
Imisarane bicaraho, yohereza cg 
itohereza imyanda
Umusarani urekura amazi, bicaraho , 
upfundikiye, wohereza imyanda mu 
ruhombo rwabugenewe
Umusarani upfundikiye, wohereza 
amazi mu cyobo cyabugenewe
Yohereza mu musarane wo hanze 
ucukuye
Umusarani wohereza imyanda ahandi 
hantu
Umusarani wohereza imyanda ahandi 
hantu atazi
11
12
13
14
15
21
22
23
Umusarani 
ukoreshwa 
nk’ingarani
Kwituma mu 
gikoresho 
(nk’indobo) 
bakajya kuyimena 
ahandi
Umusarane 
umena mu mazi 
Nta 
musarani/bajya 
mu 
gihuru/murima
31
41
51
61=>E101
66
99=>E101
380 Rwanda’s Improved Services for Vulnerable Populations Project
Imisarane icukuye (icyobo)
Umusarane wa kijyambere, w’umwobo, 
ufite ubuhumekero kdi wubakiye
Umusarane w’umwobo upfundikirwa
Umusarane w’umwobo udapfundikirwa 
Bakoresha ubundi 
buryo 
Busobanure….)
Yanze gusubiza
D126b. REBA GUSA: REBA KO UMUSARANI UFITE UMUPFUNDIKIZO
Umupfundikizo 
w’umusarani 
urahari
Umupfundikizo 
w’umusarani nta 
uhari
1
2
D127. Mwaba mufatanya uyu musarani n’izindi ngo? Yego 1 Oya 2=>>E101
D128. Ni ingo zingahe zikoresha uyu musarane?
Niba ari munsi y’ingo 10, andika umubare wazo
Niba ari ingo 10 kuzamura, andika 95
Niba ntabyo azi, andika 88
--- END OF SECTION ---
IGIKA E. IBYOHEREJWE N’INGUZANYO BYATANZWE CG BYAKIRIWE N’UMURYANGO
IGICE E1. IBYOHEREREJWE UMUNTU KU GITI CYE HANZE Y’UMURYANGO CYANGWA BYOHEREREJWE IMIRYANGO
1A. 
Impano y’amafaranga
1B. 
Impano y’ibiribwa cg ibindi 
bikoreshwa
1C. 
Abakozi cg igihe
1D. 
Ibikoresho by’ubuhinzi, ibikoresho, 
amatungo, n’izindi nyongeramusaruro
End Line Data Collection Report for an Impact Evaluation 381
E101. Mu mezi 12 ashize, haba hari muntu wo 
mu rugo rwanyu waba waratanze [ICYO 
ARICYO CYOSE ] ku bandi bantu batari abo 
murugo rwanyu Urugero: nk’abana, ababyeyi, 
abavandimwe cg inshuti badatuye mu rugo 
rwanyu 
*Niba ari oya, sobanuza niba mu mezi 12 
ashize nta impano, amafaranga yatanzwe mu 
biriyo (abapfushije/“peteroli”), indezo , 
intwererano y’ amakwe n’ibindi ibintu, 
amafaranga yo gufasha umurwayi (harimo 
amafaranga akenerwa mu kwiga 
(minerivali,ibikoresho etc) , mu kwivuza, cg 
impano y’ubutaka). Baza ku bijyanye n’abana 
batakiba muri urwo rugo, ubaze niba nta 
mpano, inguzanyo cg ibindi bintu bohererejwe.
ICYITONDERWA: NIBA IBYOHEREJWE BYARI 
BIGENEWE UMUNTU KU GITI CYE, UWO 
MUNTU NTABWO AGOMBA GUSHYIRWA KU 
RUTONDE RW’ABAGIZE URUGO
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza-->1B
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
→ 1C
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza→1D
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
→E201
E102. Ni abantu bangahe bohererejwe 
amafaranga, ibintu, hamwe/cyangwa n’ 
impano mu mezi 12 ashize n’ abagize urugo 
rwanyu
E103. Mu mezi 12 ashize, ni amafaranga 
angahe yose hamwe yatanzwe/yoherejwe 
n’abagize urugo rwanyu (ahabwa bandi bantu 
bataba muri uru rugo, ni ukuvuga amafaranga 
cg izindi mpano uzibariye agaciro mu 
mafaranga?
RWF RWF RWF RWF
IGICE E2. IBYAKIRIWE BITURUTSE KU BANTU KU GITI CYABO
2A.
Impano y’amafaranga
2B.
Impano y’ibiribwa cg ibindi 
bikoreshwa
2C. Umurimo cg igihe 2D. Ibikoresho by’ubuhinzi, 
ibikoresho, amatungo, n’ibindi 
bikoreshwa mu buhinzi n’ubworozi
382 Rwanda’s Improved Services for Vulnerable Populations Project
E201
Mu mezi 12 ashize, haba hari muntu wo 
mu rugo rwanyu waba warakiriye [ICYO 
ARICYO CYOSE ] kuva ku bandi bantu 
batari abo murugo rwanyu (utabaze ibigo) 
Urugero: nk’abana, ababyeyi, 
abavandimwe cg inshuti badatuye mu 
rugo rwanyu
*Niba ari oya, sobanuza niba mu mezi 12 
ashize nta mpano bakiriye y’ amafaranga 
y’ikiriyo (abapfushije/“peteroli”), indezo , 
intwererano y’ amakwe n’ibindi ibintu, 
amafaranga yo gufasha umurwayi, ubaze 
n’ amafaranga akenerwa mu kwiga 
(minerivali,ibikoresho etc) , mu kwivuza, 
cg impano y’ubutaka). Baza niba abana 
batakiba muri urwo rugo haribyo 
bohereje, ubaze niba nta mpano, 
inguzanyo cg ibindi bintu abatuye muri 
urwo rugo bakiriye. 
Ifashishe urutonde rw’ abagize rugo 
bibaye ngombwa.
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri 2B
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri 2C
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri 2D
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri E301
E202
Ni abantu bangahe batandukanye 
boherereje abatuye muri uru rugo rwanyu 
amafaranga, ibintu, hamwe/cyangwa n’ 
impano mu mezi 12 ashize?
E203
Mu mezi 12 ashize, ni amafaranga angahe 
yose hamwe 
yahawe/yakiriwe/yohererejwe abatuye 
muri uru rugo rwanyu, (aturutse ku bandi 
bantu batarutuyemo), ni ukuvuga 
amafaranga cg izindi mpano uzibariye 
agaciro mu mafaranga?
RWF RWF RWF RWF
E204
Muri ayo amafaranga/ibintu abatuye mu 
rugo rwanyu bohererejwe haba hari ayo 
bagomba kuzishyura?
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri E301
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri E301
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri E301
Yego 1
Oya 2
Ntabyo azi 8
Yanze gusubiza 9
Oya, Ntabizi, yanze gusubiza
Simbukira kuri E301
End Line Data Collection Report for an Impact Evaluation 383
E205 Ni angahe amaze kwishyurwa?
RWF RWF RWF RWF
IGICE E3. IMPANO ZATURUTSE MU MISHINGA CG MURI LETA
Ubu noneho ngiye kubabaza ibirebana n’impano mwahawe n’imishinga yigenga 
E301
Mu mezi 12 ashize, haba hari mu abatuye mu rugo rwanyu waba warahawe 
amafaranga, ibintu cyangwa imfashanyo kuva ku mushinga TWIYUBAKE?
Yego
Oya 
1
2 =>E302c
Ntabizi
Yanze 
 8 => E302c
9 => E302c
E302
NIBA URUGO RUTAZI UMUBARE 
W’AMAFARANGA, ANDIKA 8888888 
(uzuzamo iminani ingana n’utuzu 
twabugenewe duhari)
NIBA BANZE GUSUBIZA, INJIZA 
9999999 (Uzuzamo icyenda zingana 
n’utuzu twabugenewe duhari)
Kuri buri kintu cyavuzwe
E302.a.Urugo rwanyu rwaba 
rwarahawe ……… n’umushinga 
TWIYUBAKE?
Yego Oya Ntabizi Yanze gusubiza
SIMBUKA NIBA IGISUBIZO KURI E302.1 ARI OYA, NTABYO AZI cg YANZE GUSUBIZA 
E302b. Mu mezi 12 ashize, ubaze mu mafaranga, ibyo abagize urugo rwanyu bose babonye byaba 
bifite agaciro kangana iki?
E302.1 Impano y’amafaranga
 1 2 8 9
RWF
E302.2 Impano y’ibiryo cg ibindi 
biribibwa
 1 2 8 9
RWF
E302.3 Imyenda y’ishuli/minerivali
 1 2 8 9
RWF
E302.4 Ibitabo by’ishuri, n’ 
ibindibikoresho biknerwa mu kwiga
1 2 8 9
RWF
E302.5 Ibikoresho by’ubuhinzi, , 
amatungo n’ibindi bikenerwa mu 
buhinzi 
 1 2 8 9
RWF
E302.6 Ibindi: ___________
 1 2 8 9
RWF
384 Rwanda’s Improved Services for Vulnerable Populations Project
E302c Mu mezi 12 ashize, haba hari mu abatuye mu rugo rwanyu waba warahawe 
amafaranga, ibintu cyangwa imfashanyo iyo ari yose kuva ku mushinga 
Gikuriro/Give Directly?
Yego
Oya 
1
2 =>E303
Ntabizi
Yanze 
 8 => E303
9 => E303
E302d
Mu mezi 12 ashize, ubaze mu mafaranga, ibintu byose abatuye mu rugo 
rwanyu bakiriye kuva ku mushinga Gikuriro/Give Directly byaba bifite agaciro 
kangana ki (mu mafaranga)?
RWF
E303
Haba hari umuntu mubo muri uru rugo rwanyu we wahawe amafaranga, cg 
izindi mpano ziturutse mu yindi mishanga (itari TWIYUBAKE cg Leta) mu mezi 
12 ashize?
Urugero impano z’ibiryo byatanzwe n’imishinga, (insengero, banki, PAM), 
inguzanyo za banki cg zo mu nsengero, n’ibindi
Yego
Oya
1
2=> E306
Ntabizi 
Yanze 
8=> E306
9=> E306
Amabwiriza kuri E305
NIBA URUGO RUTAZI UMUBARE 
W’AMAFARANGA, ANDIKA 8888888 (uzuzamo 
iminani ingana n’utuzu twabugenewe duhari)
NIBA BANZE GUSUBIZA, INJIZA 9999999 
(Uzuzamo icyenda zingana n’utuzu 
twabugenewe duhari)
Kuri buri kintu cyavuzwe
E304.Urugo rwanyu rwaba rwarahawe 
……….. n’umushinga?
Yego Oya Ntabizi Yanze gusubiza
SIMBUKA NIBA IGISUBIZO KURI E304 ARI OYA, NTABYO AZI cg YANZE 
GUSUBIZA 
E305. Mu mezi 12 ashize, ubaze mu mafaranga, ibyo abagize urugo rwanyu bose 
babonye byaba bifite agaciro kangana iki?
E304.1 Impano y’amafaranga 1 2 8 9
RWF
RWF
RWF
RWF
RWF
E304.2 Impano y’ibiryo cg ibindi biribibwa 1 2 8 9
E304.3 Imyenda y’ishuli/minerivali 1 2 8 9
E304.4 Ibikoresho by’ubuhinzi, , amatungo 
n’ibindi bikenerwa mu buhinzi 1 2 8 9
E304.5 Ibindi: ___________ 1 2 8 9
Noneho ngiye kubabaza ibirebana n’amafaranga cg impano zatanzwe na Leta 
End Line Data Collection Report for an Impact Evaluation 385
Ku kibazo cya E307
Amabwiriza ku ubaza
Niba urugo rutazi umubare w’amafaranga, andika 8888888 
(uzuzamo iminani ingana n’utuzu twabugenewe duhari)
Niba banze gusubiza, injiza 9999999 (Uzuzamo icyenda 
zingana n’utuzu twabugenewe duhari)
Kuri buri kintu cyavuzwe
E306. 
Mu mezi 12 ashize, haba hari uwe ariwe wese mu 
abagize urugo rwanyu waba warahawe imfashanyo 
na leta?
Yego Oya Ntabizi Yanze gusubiza
SIMBUKA IKIBAZO NIBA E306=OYA, SIMBIZI, YANZE 
GUSUBIZA E307. Mu mezi 12 ashize, ubaze mu 
mafaranga, ibyo abagize urugo rwanyu bose babonye 
byaba bifite agaciro kangana iki?
a) Isanduku yo kwizigamira y’u Rwanda (Caisse Sociale) 1 2 8 9
RWF
b) Gahunda yo gufasha mu Budehe/VUP
1 2 8 9
RWF
c) Ikigega gishinzwe gufasha abasaza n’abakecuru
1 2 8 9
RWF
d) Pansiyo y’ubumuga
1 2 8 9
RWF
e) Inkunga y’abacitse ku icumu
1 2 8 9
RWF
f) Ikigega cya Leta gishinzwe gutera inkunga abacitse ku 
icumu rya Genocide (FARG)
1 2 8 9
RWF
g) Inkunga ya Leta mu Burezi
1 2 8 9
RWF
h) Inguzanyo yo kuriha amashuli (abanza, ayisumbuye, 
Kaminuza n’ay’imyuga)
1 2 8 9
RWF
i) Inkunga y’ ibiribwa
1 2 8 9
RWF
j) Imperekeza mu kazi
1 2 8 9
RWF
k) Impano ya Leta ( telefoni zigendanwa, igare, 
inzitiramibu, n’ibindi)
1 2 8 9
RWF
386 Rwanda’s Improved Services for Vulnerable Populations Project
l) Inguzanyo y’ubudehe
1 2 8 9
RWF
m) Gahunda yo gufasha kuzamura ibyaro (RSSP)
1 2 8 9
RWF
n) Mitiweli (ubwishingizi mu kwivuza mu buvuzi 
bw’ibanze)( ex: MUSA, bwisungane mu kwivuza, 
RSSB/RAMA, MMI, n’izindi)
1 2 8 9
RWF
o) Ifumbire mva rugunda n’imbuto
1 2 8 9
RWF
p) Gahunda ya Leta ya Girinka
1 2 8 9
RWF
q) Ibindi (Sobanura)
1 2 8 9
RWF
Noneho ngiye kubabaza ku bijyanye n’amadeni, inguzanyo cyangwa amafranga mwe cyangwa umuryango wanyu waba warakiriye
Ku kibazo E309:
Amabwiriza areba ubaza
Niba urugo rutazi umubare 
w’amafaranga, andika 8888888 
(uzuzamo iminani ingana n’utuzu 
twabugenewe duhari)
Niba banze gusubiza, injiza 9999999 
(Uzuzamo icyenda zingana n’utuzu 
twabugenewe duhari)
E308. Mu mezi 12 ashize, wowe cyangwa undi mu 
abagize urugo rwanyu yaba yarahawe ideni 
cyangwa inguzanyo iyo ari yose kuva aha 
hakurikira?
Yego Oya Ntabizi Yanze gusubiza
Simbuka niba E308=OYA, Ntabizi , Yanze gusubiza
E309. 
Mu mezi 12 ashize, igiteranyo cy’ amadeni n’ inguzanyo zose zahawe abagize rugo
rwanyu zaba zingana zite?
a) Banki
1 2 8 9
 RWF
b) Ibigo by’imali iciriritse 
(Microfinance)
1 2 8 9
RWF
c) SACCO 1 2 8 9
RWF
d) Itsinda ryo kuzigama no 
kugurizanya
1 2 8 9
RWF
e) Ikimina 1 2 8 9
RWF
End Line Data Collection Report for an Impact Evaluation 387
f) Abo 
mukorana/Umukoresha/ 
ku kazi
1 2 8 9
RWF
g) Umukiriya/ abakugurira 1 2 8 9
RWF
h) Ibindi 
(Bisobanure)______
1 2 8 9
RWF
388 Rwanda’s Improved Services for Vulnerable Populations Project
IGICE E4. KUZIGAMA
Kuri E 404. Kode z’ibigo byo kwizigamira: 1=Banki y’ubucuruzi, 2= Ikigo cy’imali iciriritse (Microfinance), 3=Koperative zo kuzigama no kuguriza, 6=Ibindi (Sobanura)
E400 Haba hari abo mu rugo rwanyu bizigamira muri kimwe muri ibi bigo byo kuzigama no kuguriza (harimo n’ikimina) Yego 1
Oya2=>F101
E401. 
Nomero 
y’umurongo
E402.
Nomero 
y’umuntu 
uzigama 
(Nomero 
yok’ 
urutonde 
rw’abagize 
urugo)
E403. 
[IZINA] afite 
konti yo 
kuzigama
1=Yego
2=Oya
Niba ari 
Oya, 
simbukira 
kuri E408
E404.
[IZINA] 
yizigamira 
mu kihe 
kigo?
Reba 
kode 
z’ibigo 
hejuru
E405.
Ubu [IZINA] afite 
amafaranga angahe kuri 
konti yawe yo kuzigama
E406. 
Mu mezi 12 ashize, 
[IZINA] yabikije 
amafaranga angahe?
E407.
Mu mezi 12 ashize, 
[IZINA] yabikuje 
amafaranga angahe?
E408. 
[IZINA] 
aba mu 
kimina?
1=Yego
2=Oya
Niba ari 
oya, jya 
kuwundi
E409.
Mu mezi 12, [IZINA] 
yahawe amafaranga 
angahe yose hamwe?
E410.
Mu mezi 12, [IZINA] 
yabikije amafaranga 
angahe yose hamwe?
RWF RWF RWF RWF RWF
01
02
03
04
05
06
07
08
09
10
End Line Data Collection Report for an Impact Evaluation 389
E411. 
Ese %memberName% 
yaba yitabita amatsinda 
yo kubitsa no 
kugurizanya?
1. YEGO
2. OYA
E412.
UBU HARI AMAFARANGA ANGAHE KURI KONTI Y'AMATSINDA YO 
KUBITSA NO KUGURIZANYA?
E413. 
Mu mezi 12 ashize %memberName% yabikije amafaranga angahe?
--- END OF SECTION ---
390 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA F. IBYO URUGO RUKORESHA MU KUBAHO/ UBURYO N’IBYO BARYA
Ubaza. Baza ibibazo bireba abantu bose baba mu rugo. Baza uwo ariwe wese ushobora kubimenya ibirebana n’ibyo abagize umuryango bariye mu cyumweru gishize, ndetse n’ibindi bintu bitaribwa abo muri 
urwo rugo baguze. Umuntu umwe gusa niwe ugomba kubazwa ibibazo byosse muri iki gika.
F100. Andika inomero y’usubiza muri iki giko
IGICE F1: IBIRIBWA BARIYE MU KWEZI GUSHIZE (IBYUMWERU BINE)
Muri iki gika, twifuzaga kumenya ubwoko bw’ibiribwa mwe n’abagize umuryango mwaba mwarariye mu byumweru bine bishize. Twifuzaga ko mutubwira ibio urugo 
rwanyu rwakoresheje muri rusange (mwese hamwe), n’ibyo buri wese mu bagize urugo rwanyu yariye ku giti cye ; yaba ari mu rugo cg hanze yarwo. Kuri buri bwoko 
bw’ibiribwa, turabasaba kutubwira umubare w’amafaranga byatwaye. Urugero, niba mwarahashye ibitoki 16 mu byumweru bine bishize, ariko urugo rwanyu rukaba 
rwarariye gusa ibitoki 12, igisubizo cyanyu kiraba ku bitoki 12 mwariye, aho kuba ibitoki 16 byose mwahashye.
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
IBINYAMPEKE
Umuceli (uw’u Rwanda, uva 
hanze) 1001
Ibigori (ibibisi n’ibyumye) 1002
Amasaka (harimo n’ amamera) 1003
Ibindi binyampeke (nk’ingano 
n’ibindi) 1004
IFU Z’IBINYAMPEKE
End Line Data Collection Report for an Impact Evaluation 391
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Ifu y’ibigori (akawunga) 1005
Ifu y’amasaka 1006
Andi mafu (Ingano, uburo, ibindi) 1007
IBIKOMOKA KU BIHINGWA
amakaroni, Umugati, keke, 
chapatti, amandazi, ibisuguti 1008
INYAMA, AMAFI, N’IBIKOMOKA KU MATUNGO N’AMATA
Inyama z’inka 1009
Izindi nyama 
(intama,ihene,ingurube,urukwavu, 
inyamaswa zo mu gasozi, 
inkoko,inyama zibitse mu bikombe
1010
Sosiso, Inyama zitunganyijwe mu 
ruganda, Jambo 1011
Amagi 1012
392 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Amafi (amabisi n’ayumukije, 
Yumye/ataze ku muriro, acuruzwa 
mu bikombe)
1013
Amata 1015
Ikivuguto 1016
Amata y’ifu, Ibindi bikomoka ku 
mata (nk’, yawurute, ice cream) 1017
Foromage, amavuta y’inka, 
marigarine, 1019
AMAVUTA ARIBWA
Amavuta akomoka ku bunyobwa 1020
Amamesa 1021
Andi mavuta akomoka ku 
bihingwa 1022
IMBUTO
End Line Data Collection Report for an Impact Evaluation 393
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Imineke 1023
Inyamunyo 1024
Imyembe 1025
Amapapayi 1026
Avoka 1027
Inanasi 1028
Amapera 1029
Amacunga na mandarine (byeze 
mu Rwanda, ava hanze) 1030
Indimu 1031
Amatunda/ marakuja 1032
Plums ? 1033
394 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Pome 1034
IBINYAMISOGWE
Ibishyimbo (imiteja n’ibitonore) 1035
Ibishyimbo byumye 1036
Soya (yumye, mbisi, Ifu ya soya) 1037
Ubunyobwa (bubisi, bukaranze) 1039
Ifu y’ubunyobwa 1040
Amashaza (yumye, urunyogwe) 1041
IMBOGA
Inyanya 1042
Ibitunguru 1043
Tangawizi 1044
Urusenda 1045
End Line Data Collection Report for an Impact Evaluation 395
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Igihaza 1046
Intoryi 1047
Karoti 1048
Puwavuro (poirreaux)/ibitunguru 
by’amababi 1049
sereli 1050
Ibihumyo 1051
Isombe 1052
Dodo/ Irengarenga 1053
Amashu 1054
Izindi mboga z’amababi nka 
salade(Letue), sukumawiki, epinari 1055
ROOTS AND TUBERS: IBINYAMIZI N’IBINYABIJUMBA
396 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Ibirayi, ibijumba 1056
Imyumbati y’imiribwa 1057
Imyumbati y’imivunde 1058
Ifu y’imyumbati 1059
Amateke 1060
Ibikoro 1061
ISUKARI N’IBINYASUKARI
Isukari (iyo mu Rwanda, iva hanze) 1062
Ibisheke 1063
1064
Bombo/Shikarete 1065
Umutobe ukoze mu mafu (supa 
dipu) 1066
End Line Data Collection Report for an Impact Evaluation 397
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Ibindi bintu birimo isukari (ubuki, 
konfitiri) 1067
IBIRUNGO N’IBINDI BIRIBWA
Umunyu 1068
Sositomate (Sauce tomates) 1069
Urusenda rubisi 1070
Ibindi biribwa (urusenda 
rubese/ifu, amazi 
y’urusenda/nk’akabanga, vinaigre, 
mayoneze, ibiryo by’abana, ibindi)
1071
IBINYOBWA
Ikawa (iyacu, iva hanze) 1072
Icyayi (icy’iwacu, ikiva hanze) 1073
Amazi mvaruganda/ yo mu 
macupa 1074
398 Rwanda’s Improved Services for Vulnerable Populations Project
F101. 
Kode 
z’ikiribwa
F102. Mu
byumweru 4 
bishize, waba 
wowe cg abo mu 
rugo rwanyu 
mwarariye (IZINA 
RY’IKIRIBWA)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F103. Mu 
[IZINA 
IKIRIBWA] 
urugo rwanyu 
rwariye haba 
harimo 
ibyaguzwe?
1=Yego, 
2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo 
ari 2,8,9, jya 
kuri F105
F104. 
Mwatanze amafaranga 
angahe ku ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru bine bishize
Ingano y’amafaranga--
---------------RWF
F105. 
Mu ( IZINA 
RY’IKIRIBWA) 
urugo rwanyu 
rwariye haba 
harimo ibyo 
mwahawe 
nk’impano?
1=Yego, 2=Oya, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya kuri 
F107
F106. 
Iyo mpano ya ( IZINA 
RY’IKIRIBWA) urugo 
rwanyu rwariye mu 
byumweru 4 bishize, 
wayiha agaciro 
k’amafaranga angahe?
Ingano y’amafaranga--
---------------RWF
F107. Mu 
byumweru bine 
bishize urugo 
rwanyu rwaba 
rwarariye( IZINA 
RY’IKIRIBWA) 
mwiyejereje mu 
murima wanyu?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
kiribwa 
gikuriiyeho
F108. 
(IZINA RY’IKIRIBWA) 
mwiyejereje urugo 
rwanyu rwariye mu 
byumweru bine 
bishize wabiha 
agaciro ki mu 
mafaranga?
Ingano 
y’amafaranga---------
--------RWF
ITEM F101 F102 F103 F104 F105 F106 F107 F108
Ubushera 1075
Umutobe w’ibitoki n’urwagwa 1076
Indi mitobe (y’iwacu, iva hanze, 
iyindi) 1077
Ibinyobwa bigira udufuro 
bidasindisha nka fanta 1078
Ikigage 1079
Inzoga zicuruzwa 1080
Ibindi binyobwa bisindisha 
(bitumizwa hanze, imivinyo, 
liqueurs, ibindi)
1081
IBIRYO N’IBINYOBWA BYAGURIWE HANZE
Ibiryo n’ibinyobwa byo muri 
restora, Ibindi biryo n’ibinyobwa 
byaguriwe hanze y’urugo (inyama 
zokeje/brochette, inkoko/amafi 
byokeje, ibiryo byo mu kabari, 
ibinyobwa byo mu kabari)
1082
End Line Data Collection Report for an Impact Evaluation 399
IGICE F2. IBYAKORESHEJWE MU RUGO BITARI IBIRIBWA MU KWEZI GUSHIZE (IBYUMWERU BINE)
Mu kwezi kumwe
F201. Kode z’ibintu 
(z’ibikoresho)
F202. Mu byumweru 
bine bishize, haba hari 
wowe cg uwo mu rugo 
rwanyu uwarakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. Niba 
igisubizo ari 2,8,9, jya 
ku gikoresho 
gikuriiyeho
F203. Mu 
byumweru 4 
bishize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F204. 
Ni amafaranga angahe 
mwatanze kuri (IZINA 
RY’IKINTU) mu byumweru 
4 bishize? 
Igiteranyo 
cy’amafaranga
_________RWF
F205. Urugo rwawe 
rwaba rwarahawe 
ikmpano ya (IZINA 
RY’IKINTU) muri ibi 
byumweru 4 bishize?
1=Yego, 2=No, 
8=Ntabyo azi,9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho gikuriiyeho
F206. 
Uratekereza ko iyo 
mpano mwahawe ifite 
agaciro kangana gute?
Igiteranyo 
cy’amafaranga
_________RWF
F201 F202 F203 F204 F205 F206
ISUKU YO MU RUGO N’IBIKORESHO BY’ISUKU
Umweyo - (iyo ari yose-ifite igiti n’ idagifite)
201
Uburoso bw’ inkweto na siraje 202
Ibindi bikoresho byo gusukura (nka 
eponje/agace k’ikusi, umuti woza amadirishya, 
umuti wica mikorobe,javel,imiti yo guhanagura )
203
amafaranga yishyurwa abakora amasuku 
(abakora mu rugo/abakozi bo mu rugo, abamesa 
imyenda, abatwara imyanda yo mu 
rugo/poubelle)
204
Amasabune, imiti yica mikorobe n’amasabune 
amesa mu mutwe
205
Urupapuro rw’isuku rwo mu musarane (papier 
hygienic) 206 
Umuti wica udukoko/udusimba duto (nk’imibu, 
ubushishi, n’utundi) 207
KWYITAHO UBWAWE
Kwiyogoshesha umusatsi n’ubwanwa ku bagabo 208
400 Rwanda’s Improved Services for Vulnerable Populations Project
Mu kwezi kumwe
F201. Kode z’ibintu 
(z’ibikoresho)
F202. Mu byumweru 
bine bishize, haba hari 
wowe cg uwo mu rugo 
rwanyu uwarakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. Niba 
igisubizo ari 2,8,9, jya 
ku gikoresho 
gikuriiyeho
F203. Mu 
byumweru 4 
bishize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F204. 
Ni amafaranga angahe 
mwatanze kuri (IZINA 
RY’IKINTU) mu byumweru 
4 bishize? 
Igiteranyo 
cy’amafaranga
_________RWF
F205. Urugo rwawe 
rwaba rwarahawe 
ikmpano ya (IZINA 
RY’IKINTU) muri ibi 
byumweru 4 bishize?
1=Yego, 2=No, 
8=Ntabyo azi,9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho gikuriiyeho
F206. 
Uratekereza ko iyo 
mpano mwahawe ifite 
agaciro kangana gute?
Igiteranyo 
cy’amafaranga
_________RWF
F201 F202 F203 F204 F205 F206
Kwiyogoshesha imisatsi ku bagore (kujya muri 
salon gukoresha imisatsi) 209 
Amavuta n’imiti y’umusatsi 210
Ibikoresho byo kogosha 211
Kotexi 212
Amavuta yo kwisiga n’ibikoresho byo kwigira 
mwiza muri rusange 213
Ibindi bikoresho by’isuku no kwiyitaho (nk’umuti 
woza amenyo, inzembe, ibyo kwiyogoshesha 
byose, ibisokozo, imibavu)
214
IKIGUZI CY’ITUMANAHO, KUBIKA INYANDIKO N’IBIKENERWA MURI RUSANGE MU UBUYOBOZI N’IMIYOBORERE
Itumanaho, urugero: telefoni za 
Rwandatel/MTN/TIGO/AIRTEL, kwishyura 
umurongo w’itumanaho, interineti (murandasi), 
imirimo yo kohereza amabaruwa na fagisi.
215 
Gufotora inyandiko, kuzisohora mu 
mashini,kuzisikana n’indi mirimo rusange 
y’ubunyamabanga
216
Filime no guhanaguza amafoto, amafoto magufi 217
Kugura ama inite ya telefoni zigendanwa, , 
kugura mituyu (me 2 U) 218
Kugura ibindi bijyanye ta terephoni cyangwa 
murandasi (internet) 219
End Line Data Collection Report for an Impact Evaluation 401
Mu kwezi kumwe
F201. Kode z’ibintu 
(z’ibikoresho)
F202. Mu byumweru 
bine bishize, haba hari 
wowe cg uwo mu rugo 
rwanyu uwarakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. Niba 
igisubizo ari 2,8,9, jya 
ku gikoresho 
gikuriiyeho
F203. Mu 
byumweru 4 
bishize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F204. 
Ni amafaranga angahe 
mwatanze kuri (IZINA 
RY’IKINTU) mu byumweru 
4 bishize? 
Igiteranyo 
cy’amafaranga
_________RWF
F205. Urugo rwawe 
rwaba rwarahawe 
ikmpano ya (IZINA 
RY’IKINTU) muri ibi 
byumweru 4 bishize?
1=Yego, 2=No, 
8=Ntabyo azi,9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho gikuriiyeho
F206. 
Uratekereza ko iyo 
mpano mwahawe ifite 
agaciro kangana gute?
Igiteranyo 
cy’amafaranga
_________RWF
F201 F202 F203 F204 F205 F206
Ibikoresho byo mu biro (Impapuro, garafezi, 
amakaramu, amakaramu y’igiti/crayons, n’ibindi 220
Ibijyanye n’umutekano 221
IBIFASHA MU NGENDO
Gukoresha mu igarage, kugura ibikoresho 
bisimbura ibyapfuye cg byarwaye, kumena 
amavuta no gusukura ikinyabiziga (harimo 
imodoka, amagare na moto)
222
Kugendera mu mamodoka rusange nka tagisi, 
minibus, bus, harimo na Kwasiteri, Ibindi 
byifashishwa mu gutwara abantu n’ibintu 
(rukururana, ubwato, nibindi)
223
Kugenda kuri moto/igare 225
Lisansi cyangwa mazout ikoreshwa n’ inyabiziga 226
KWIDAGADURA N’UMUCO
Ibikoresho byo kuruhuka no kwirangaza (ibitabo, 
ibinyamakuru, ibikinisho by’abana, amakasete 
ya filime n’imiziki cg ibiganiro, CDS, DVD 
n’ibindi)
227
INKINGO Z’IBANZE N’IMITI
Imiti igabanya ububabare 
(Aspirin/Paracetamol/Hedex,…) 228
402 Rwanda’s Improved Services for Vulnerable Populations Project
Mu kwezi kumwe
F201. Kode z’ibintu 
(z’ibikoresho)
F202. Mu byumweru 
bine bishize, haba hari 
wowe cg uwo mu rugo 
rwanyu uwarakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. Niba 
igisubizo ari 2,8,9, jya 
ku gikoresho 
gikuriiyeho
F203. Mu 
byumweru 4 
bishize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F204. 
Ni amafaranga angahe 
mwatanze kuri (IZINA 
RY’IKINTU) mu byumweru 
4 bishize? 
Igiteranyo 
cy’amafaranga
_________RWF
F205. Urugo rwawe 
rwaba rwarahawe 
ikmpano ya (IZINA 
RY’IKINTU) muri ibi 
byumweru 4 bishize?
1=Yego, 2=No, 
8=Ntabyo azi,9=Yanze 
gusubiza.
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho gikuriiyeho
F206. 
Uratekereza ko iyo 
mpano mwahawe ifite 
agaciro kangana gute?
Igiteranyo 
cy’amafaranga
_________RWF
F201 F202 F203 F204 F205 F206
Imiti ya malariya 229
Imiti y’inzoka 230
Udukingirizo n’imiti yo kuringaniza imbyaro, 
Iyindi miti y’ibanze/ yo kwirinda indwara 
(nk’imiti yo koza ibisebe: iodine/alcohol)
231 
IGICE F3. IBYAKORESHEJWE BITARI IBIRIBWA MU MEZI 12 ASHIZE
End Line Data Collection Report for an Impact Evaluation 403
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
IMYENDA
Ibitambaro (Imyenda, y’abagabo 
cg abagore) 301
Kudodesha ibitenge n’amaribaya 302
Imyambaro y’abagabo 303
Imyambaro y’abagore 304
Imyenda y’abana hatarimo 
iy’ishuli 305
Imyenda y’imbere y’abagabo 306
Imyenda y’imbere y’abagore 307
Imyenda y’imbere y’abana 308
Kudodesha (iby’abagabo 
n’abagore) 309
Inkweto z’ abagabo 310
404 Rwanda’s Improved Services for Vulnerable Populations Project
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
Inkweto z’abagore 311
Inkweto z’abana 312
Ibikoresho by’abagabo ( 
noeuds,ingofero, 
imikandara,amadarubindi y’izuba, 
isaha)
313
Ibikoresho by’abagore 
(eshalupe,ingofero, 
imikandara,amadarubindi 
y’izuba,imirimbo nk’imikufi/ 
amaherena/impeta, isaha)
314
Kudodesha/gusana imyenda 
n’inkweto byacitse 315
IBIKORESHO BYE BWITE
Umutaka, amasanduku (iz’ibiti/ 
iz’ibyuma), ibikapu, amavalise) 
n’ibikapu by’urugendo 
n’amasakoshi mato yo mu ntoki
316
GUSANA, IBIKORESHO N’AMAMASHINI BYO MU RUGO
End Line Data Collection Report for an Impact Evaluation 405
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
Gusana (inzu, ibikoresho byo mu 
nzu) 318
Matela/Igodora 319
Ibyo gusasa hasi mu nzu (nka tapi, 
imikeka n’imisambi) 320
Ibyo gusasa mu buriri 321
Indi myenda yo gukoresha mu nzu 
nka (rido/rideaux, ibitambaro 
by’ameza, ibihanaguzo)
322
Ipasi (Iy’amakara 
n’iy’amashanyarazi) 323
Ibyombo n’ibikoresho byo mu 
gikoni (nk’amasafuriya 
n’amapanu), ibiyiko, amakanya 
ibyuma, amasahane n’ ibikombe
324
Isitimu/itoroshi 325
Ibindi bikoresho byo mu rugo 326
UKWIDAGADURA N’UMUCO
406 Rwanda’s Improved Services for Vulnerable Populations Project
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
Amafaranga yo wishyura kwinjira 
ahabera imyidagaduro (muri 
stade, kubyina, kureba filime), 
Kugura ibikoresho 
by’imyidagaduro ( kamera, 
ibikoresho bya sport, ibikoresho 
bya muzika)
330
AMAFARANGA YO 
Kwisuzumisha kwa muganga 
(uburwayi bwose hatarimo 
kubyara)
332
Ibizamini byo kwa muganga
333
Gushyirwa mu bitaro
334
Ubwishingizi bwo kwivuza 
(RSSB/RAMA, MMI, Mutuelle de 
sante)
335
Kubyara (amafaranga yose 
yishyurwa umuntu ku wabyaye)
336
Insimburangingo (lunette 
(indorerwamo z’ amaso, 
Insimbura imboni y’ijisho, yo mu 
337
End Line Data Collection Report for an Impact Evaluation 407
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
menyo, utwuma two mu matwi 
dufasha kumva, amagare 
y’abamugaye, insimburangingo, 
imbago)
Imiti (ya diyabete/indwara 
y’isukari, indwara 
z’umutima,indwara z’umuvuduko 
w’amaraso, asima, imiti igabanya 
ubukana bwa SIDA, izindi ndwara 
zabaye karande,cg indi miti 
yanditswe na muganga)
338
IBINDI BIKENERWA
Ibinyamakuru
339
Ibibiriti
340
Amabuye ya radio n’isitimu, cg 
batiri
341
Itabi (isegereti n’irinyarwanda)
342
Ibindi bikoresho bitari ibiribwa 343
408 Rwanda’s Improved Services for Vulnerable Populations Project
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
IYINDI MIRIMO IKENERWA
Kwishyura amashuli y’inshuke 
zirirwamo
344
Amafaranga yishyurwa ku 
byangombwa n inyandiko 
zitangwa n’ubuyobozi 
345
Amakwe no gusaba
346
Kubatirisha no kubatizwa, cg indi 
mihango y’idini
347
Urupfu n’ibijyanye no gushyingura 
byose
348
Ibitambo n’amaturo, Indi minsi 
mikuru nko kurya ubunnyano/ 
kwita izina, imihango yo gusoza 
ikiciro cy’ amashuli) 
349
Ibindi bikoresho (sobanura)
351
UBUREZI
Amafaranga yo kwiyandikisha no 
minerivali (kwishyura ishuli) 
352
End Line Data Collection Report for an Impact Evaluation 409
IBYO BASABWA KWIBUKA MU 
MEZI 12 ASHIZE
F301. Kode 
z’ibintu 
(z’ibikoresho
F302. 
Mu mezi 12 
ashize, haba hari 
wowe cg uwo mu 
rugo rwanyu 
wakoresheje 
(IZINA RY’IKINTU)
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F303. 
Mu mezi 12 
ashize, urugo 
rwawe rwaba 
rwaraguze (IZINA 
RY’IKINTU)?
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku cya 
F205
F304. Ni amafaranga angahe 
mwatanze kuri (IZINA RY’IKINTU) 
Mu mezi 12 ashize 
Igiteranyo cy’amafaranga
_________RWF
F305. Urugo 
rwawe rwaba 
rwarahawe 
impano ya (IZINA 
RY’IKINTU) Mu 
mezi 12 ashize 
1=Yego, 2=No, 
8=Ntabyo azi,
9=Yanze 
gusubiza. 
Niba igisubizo ari 
2,8,9, jya ku 
gikoresho 
gikurikiyeho
F306. 
Uratekereza ko iyo mpano 
mwahawe ifite agaciro kangana 
gute?
Igiteranyo cy’amafaranga
_________RWF
F301 F302 F303 F304 F305 F306
Inkunga y’ababyeyi ku kigo 
umwana yigaho ( kugura 
ibikoresho, gusana n’ibindi)
353
Imyambaro y’ishuli n’iya sport
354
Ibitabo n’ibikoresho by’ishuli
355
Uburyo bwo kujya no kuva ku 
ishuli
356
kwishyura icyumba no kwiga 
babayo (internat) 
357
Ibindi bijyana n’uburezi (ingendo 
zo kujya kwigira hanze y’ishuli, 
amatorero abana 
bakiniramo,kwishyura umwarimu 
umufasha gusubiramo amasomo 
(coaching),gahunda zzikorwa 
nyuma y’amasomo, ubwishingizi 
muburezi, ibindi)
358
410 Rwanda’s Improved Services for Vulnerable Populations Project
IGICE F4. IBIKORESHO BYO MU RUGO BIRAMBA
Kode 
y’igikoresh
o
F402. Urugo 
rwanyu rwaba 
rutunze (IZINA 
RY’IGIKORESHO
)
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F403. Mutunze 
(IZINA 
RY’IGIKORESHO
) bingahe?
F406. Mwaba 
mwaraguze cg 
mwarishyuye 
kimwe muri 
ibyo bikoresho 
(IZINA 
RY’IGIKORESHO
) muri aya mezi 
12 ashize?
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F407. 
Ni amafaranga angahe yose hamwe 
mwishyuye ibyo (IZINA 
RY’IBIKORESHO) mu mezi 12 ashize
Niba ntabyo azi andika 888888 
(iminani ingana n’utuzu twabugenewe 
two kuzuzamo
ITEM F401 F402 F403 F406 F407
Ameza yo kwisigiraho amavuta, puderi n’ ibindi 401
Isekuru n’umuhini 402
Igitanda 403
Ameza 404
Intebe 405
Ventilateri 406
Ibyuma bitera amafu mu nzu (air conditionier) 407
Radiyo 408
Iradiyo isoma amakasete cg amasede (CD) y’umuziki 409
 Radiyo zigezweho zicuranga umuziki zifite amabafure menshi (music system) 410
Televisiyo 411
End Line Data Collection Report for an Impact Evaluation 411
Kode 
y’igikoresh
o
F402. Urugo 
rwanyu rwaba 
rutunze (IZINA 
RY’IGIKORESHO
)
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F403. Mutunze 
(IZINA 
RY’IGIKORESHO
) bingahe?
F406. Mwaba 
mwaraguze cg 
mwarishyuye 
kimwe muri 
ibyo bikoresho 
(IZINA 
RY’IGIKORESHO
) muri aya mezi 
12 ashize?
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F407. 
Ni amafaranga angahe yose hamwe 
mwishyuye ibyo (IZINA 
RY’IBIKORESHO) mu mezi 12 ashize
Niba ntabyo azi andika 888888 
(iminani ingana n’utuzu twabugenewe 
two kuzuzamo
ITEM F401 F402 F403 F406 F407
Legiteri (lecteur) ya Videyo VCR cg DVD 412
Imashini idoda 413
Resho 414
Amashyiga y’ amashanyarazi cyangwa gaze 415
Amashyiga ya rondereza 416
Frigo 417
Imashini imesa n’ iyumutsa 418
Igare rikoreshwa n’ abo mu rugo gusa) 419
Ipikipiki ( ikoreshwa n’ abo mu rugo gusa) 420
Imodoka (voiture/minibús) ikora ikoreshwa ibyo mu rugo gusa) 
421
412 Rwanda’s Improved Services for Vulnerable Populations Project
Kode 
y’igikoresh
o
F402. Urugo 
rwanyu rwaba 
rutunze (IZINA 
RY’IGIKORESHO
)
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F403. Mutunze 
(IZINA 
RY’IGIKORESHO
) bingahe?
F406. Mwaba 
mwaraguze cg 
mwarishyuye 
kimwe muri 
ibyo bikoresho 
(IZINA 
RY’IGIKORESHO
) muri aya mezi 
12 ashize?
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F407. 
Ni amafaranga angahe yose hamwe 
mwishyuye ibyo (IZINA 
RY’IBIKORESHO) mu mezi 12 ashize
Niba ntabyo azi andika 888888 
(iminani ingana n’utuzu twabugenewe 
two kuzuzamo
ITEM F401 F402 F403 F406 F407
Imodoka (voiture/minibús/ikamiyo/etc) ikora ikoreshwa iby’ ubucuruzi 422
423
Ubwato (bukoreshwa n’ abo murugo gusa) 424
Intebe zo muri salon z’amafoteyi (sofá set) 425
Akabati k’ibitabo 426
Akabati k’ibyombo, akabati k’imyenda, ameza yo gukoreraho 427
Itara rya peterori 428
Ameza n’intebe byo kwigiraho 429
Isaha yo mu nzu 430
Mudasobwa n’ibijyana nayo byose 431
Antenne parabolique / Antene bamanika hejuru y’inzu ibafasha kureba amashusho ya 
televisiyo 432
Icyuma gifata imirasire y’izuba (Panel soleil) 433
Moteri yo gucana amashanyarazi yagiye (groupe) 434
End Line Data Collection Report for an Impact Evaluation 413
Kode 
y’igikoresh
o
F402. Urugo 
rwanyu rwaba 
rutunze (IZINA 
RY’IGIKORESHO
)
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F403. Mutunze 
(IZINA 
RY’IGIKORESHO
) bingahe?
F406. Mwaba 
mwaraguze cg 
mwarishyuye 
kimwe muri 
ibyo bikoresho 
(IZINA 
RY’IGIKORESHO
) muri aya mezi 
12 ashize?
1=yego, 2=Oya, 
8=Ntabyo nzi, 
9=Yanze 
gusubiza
Niba igisubizo 
ari 2/8/9, jya 
ku gikoresho 
gikurikiyeho
F407. 
Ni amafaranga angahe yose hamwe 
mwishyuye ibyo (IZINA 
RY’IBIKORESHO) mu mezi 12 ashize
Niba ntabyo azi andika 888888 
(iminani ingana n’utuzu twabugenewe 
two kuzuzamo
ITEM F401 F402 F403 F406 F407
Congerateur/Icyuma gikonjesha ku rwego rwa barafu 435
Dekoderi (Icyuma kibafasha kureba amashusho yo ku minara itandukanye) 436
Telefoni igendanwa 437
414 Rwanda’s Improved Services for Vulnerable Populations Project
IGICE F5. UBUHINZI BWOROZI N’IMIRIMO BIJYANYE MU RUGO
Baza umuntu mukuru ushinzwe imirimo y’ubuhinzi mu rugo
F501. 
Mu mezi 12 ashize, hari umuntu wo mu rugo 
rwanyu utunze, wahinze umurima yanyu, niyo 
byaba akarima k’igikoni? Ni ukuvuga imirima yose, 
uturima tw’igikoni, iyari yararajwe, isangiwe 
n’abandi, iyanyu bwite, imikodeshanyo cg 
iyatishijwe n’urugo rwanyu muri aya mezi 12 ashize.
(Ntubariremo iyo wagiye guhingamo 
imisiri/imibyizi/guca inshuro)
F502. 
Ni imirima ingahe wowe 
cg undi wo mu rugo 
rwanyu yahinze 
(Ntubariremo iyo wagiye 
guhingamo 
imisiri/imibyizi/guca 
inshuro)
ANDIKA UMUBARE 
W’IMIRIMA
F503. 
Iyo mirima yose yahinzwe n’ abo 
murugo ifite ubuso bungana iki (muri 
acre cg hegitari)
ANDIKA UMUBARE W’UBUSO 
BWOSE N’IGIPIMO CYABWO
F504. 
Muri iyo mirima 
yose n’ ingahe ari 
uturima tw’ igikoni? 
ANDIKA UMUBARE 
W’UTURIMA 
TW’IGIKONI, NIBA 
NTA NA KAMWE, 
ANDIKA 0 
USIMBUKIRE KURI 
F601
F505. 
Imirima yose y’akarima k’igikoni ifite 
ubuso bungana gute muri (acre cg 
hegitali)
ANDIKA INGANO Y’UBUSO 
BW’AKARIMA K’IGIKONI, 
F501 F502
F503.1
Ingano
F503.2
Igipimo
F504
F505.1
Ingano
F505.2
Igipimo
Yego 1
Oya 2, niba ari oya jya ku gice gikurikiyeho 
(cy’ubuhinzi: F701
.
Ari 1
Hegitali 2 .
Ari 1
Hegitali 2
End Line Data Collection Report for an Impact Evaluation 415
IGICE F6. GUHINGA
Kode y’igihingwa kuri F601 KODES Z’IBIPIMO BYA F602.2 & F603.2
1=Ibigori
2=Amasaka
3=Umuceli
4=Ibindi binyampeke (Ingano, 
uburo)
5=Ibitoki 
6= Ibishyimbo
7=Ubunyobwa 
8=Ibindi binyamisogwe (amashaza,soya)
9=Ibirayi
10= Imyumbati
11=Ibindi binyamafufu (Ibijumba, ibikoro, amateke)
12=Imboga (inyanya, amashu, ibitunguru, dodo, n’ibindi)
13=Imbuto (avoka,imyembe, ibinyomoro, amatunda, 
inanasi, amacunga, amapera, etc)
14=Ikawa
15=Icyayi
16=Ibireti
17=Ibihwagari
18= Ntacyo
66= Ibindi (sobanura)
1=Ikiro
2=Akadobo gato 
(munsi y’ibiro bitanu)
3= Ibase nto (Ibiro 
bitanu)
4=Indobo nini
5=Ibase nini
6=Umutwaro
7=Igisate
8=Umufungo
9=Igitebo (kinini kuruta 
indobo nini (4) n’ ibase 
nini (5)
10=Amagarama
11=Ingemeri/mironko 
(munsi y’ikiro n’igice)
12= Umufuka 100kg
13= Umufuka 50kg
14= Umufuka 25kg
66= Ibindi (sobanura)
Noneho ndifuza kukubaza ku bihingwa wahinze, byahinzwe n’uwo mu muryango wanyu cg byahinzwe n’umukozi wishyuye mu mirima yanyu yose. (ni ukuvuga imirima yose, harimo uturima 
tw’igikoni, iyo wari mwararaje, iyanyu bwite, iyo mwatije niyo mwatijwe, iyo mwakodeshejwe, mu rugo rwanyu mu mezi 12 ashize. (Ariko ntushyiremo imirima wahinzemo muhingira amafaranga)
F601. Dukorere urutonde 
rw’ibihingwa byahinzwe mu 
mezi 12ashize.
F602. Muri rusange, wowe, abo mu rugo rwanyu 
cg abo mwakoresheje babakorere, basaruye 
[igihingwa] bingana gute
F603. Ku [igihingwa] mwasaruye, wowe cg abo mu rugo 
rwanyu mwagurushijeho ibingana iki?
F604. 
[igihingwa] mwagurishije byagurishijwe angahe?
SIMBUKIRA KUCYA F603.1 NIBA IGISUBIZO ARI 0
F601
KODE Z’IGIHINGWA ZIRI HEJURU
Niba batarahinze, andika 13 
(ntabyo) hanyuma usimbukire 
kuri F701
Niba barahinze ariko 
bakarumbya, andika kode 
y’igihingwa na 0 kuri F602.1
F602.1
Ingano
F602.2
Igipimo
KORESHA IBIPIMO BIRI 
HARUGURU
(Simbukira ku 
GIHINGWA 
GIKURIKIRAHO niba 
F602.1 ari 0)
F603.1
Ingano
F603.2
Igipimo
KORESHA IBIPIMO BIRI 
HARUGURU (Simbuka niba 
F603.1 ari 0)
F604
RWF
. .
. .
416 Rwanda’s Improved Services for Vulnerable Populations Project
. .
IGICE F7. IBIKORESHO BY’UBUHINZI F701. Kode 
y’ibikoresho
F702.Urugo rwanyu 
rwaba rutunze 
[igikiresho]?
Kodes z’ibisubizo: 
1=yego, 2 = Oya, Ntabyo 
azi = 8, Yanze 
gusubiza=9
Niba igisubizo ari 2,8,9, 
jya ku kindi gikoresho
F703.Urugo rwanyu 
rutunze [igikoresho] 
bingahe?
IBIKORESHO BY’UBUHINZI
F701 F702 F703
Umubare
Isuka na majagu 101
Umuhoro 102
Ishoka 103
Ibyuma na nanjoro 104
Rato ikurura ivana imyanda mu murima cg muri jardin (rateau), igitiyo 105
Ipiki 106
Ingorofani 107
End Line Data Collection Report for an Impact Evaluation 417
IGICE F7. IBIKORESHO BY’UBUHINZI F701. Kode 
y’ibikoresho
F702.Urugo rwanyu 
rwaba rutunze 
[igikiresho]?
Kodes z’ibisubizo: 
1=yego, 2 = Oya, Ntabyo 
azi = 8, Yanze 
gusubiza=9
Niba igisubizo ari 2,8,9, 
jya ku kindi gikoresho
F703.Urugo rwanyu 
rutunze [igikoresho] 
bingahe?
Igikoresho cyo kuhira / kuvomerera imyaka (arozwali/aroseur)
108
Ibindi bikoresho by’intoki 109
Imashini ihata 
110
Urusyo n’ingasire
111
Ibikoresho byo kubiba
112
Ipompo itera umuti 113
Isuka y’ibimasa
Indogobe ihinga
114
Indogobe/ibimasa bihinga 115
Imashini ihinga 116
Ipompo ya moteri 117
418 Rwanda’s Improved Services for Vulnerable Populations Project
IGICE F7. IBIKORESHO BY’UBUHINZI F701. Kode 
y’ibikoresho
F702.Urugo rwanyu 
rwaba rutunze 
[igikiresho]?
Kodes z’ibisubizo: 
1=yego, 2 = Oya, Ntabyo 
azi = 8, Yanze 
gusubiza=9
Niba igisubizo ari 2,8,9, 
jya ku kindi gikoresho
F703.Urugo rwanyu 
rutunze [igikoresho] 
bingahe?
Ibindi, sobanura 118
UBWOROZI
F701 F702 F703
Umubare
Inka za Kinyarwanda/Inka za kijyambere zitanga umukamo/
Inka z’imvange (Inyarwanda zabanguriwe ku za kijyambere)
119
Ibimasa/amapfizi 122
Intama 123
Ihene 124
Ingurube 125
Inkwavu 126
Inkoko n’ibindi bisa nazo 127
Sumbiligi/imbeba za kizungu 128
Andi matungo (sobanura)_______ 130
End Line Data Collection Report for an Impact Evaluation 419
IGIKA G. IBYAGO
IGICE G1. IMINSI MIKURU Y’AGAHINDA
UBAZA ARASOMA IBI: Hari igihe ingo zugira iminsi y’ibyishimo ni ya kababaro. Ubu nagirango mbabaze ku byago urugo rwanyu rwaba rwarahuyena byo mu mezi 12 ashize
Kode z’uburyo bitwaye nyuma y’ibyago
A=Gukoresha amafaranga bari 
barazigamye
B=Kugurisha ibikoresho byo mu 
rugo
C=Kugurisha itungo
D=Gutangira ubucuruzi bushyashya
E= Kuvana umwana mu ishuli 
ukamujyana mu kazi
F= Kohereza umwana kujya kuba kwa 
bene wanyu
G=Guhabwa imfashanyo
H= Kugabanya amafunguro 
mwafataga mu rugo
I=Kuguza amafaranga
X=Ibindi (Sobanura)
W= Ntacyo
Y=Ntabyo nzi
Z=Yanze gusubiza
G101. [ICYAGO] cyigeze kiba mu mezi 12 ashize?
Niba ari OYA, simbukira kuri G102 ubundi ujye ku gikurikiyeho
G102.Ni gute urugo rwitwaye muri icyo cyago? 
HITAMO IBISUBIZO BYOSE AGUHAYE-KODE ZIRI HEJURU
SOMA CYANE BURI CYAGO
Yego Oya Ntabizi Yanze 
gusubiza
REBA KODE Z’UKO BITWAYE MU CYAGO ZIRI HEJURU
1 Urupfu rw’umwe mu bari bagize urugo rwanyu 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
2
Urupfu rw’umuvandimwe mutabanaga ariko ariwe wabafashaga 
mubijyanye n’amafaranga 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
3 Uburwayi bukomeye cg gukomereka k’ umwe mubatuye murugo rwanyu 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
4 Gupfusha amatungo 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
5 Kurwaza itungo 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
6 Kwibwa itungo/amatungo 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
7 Kurumbya imyaka wahinze/gutakaza ibyo wahinze 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
8 Gutakaza/kwirukanwa ku akazi k’uwari utunze rugo 1 2 8 9 A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
420 Rwanda’s Improved Services for Vulnerable Populations Project
_____________________________________
9 Gutakaza cg kugabanyirizwa amafaranga yoherezwaga urugo rwanyu 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
10 Gutakaza cg kugabanyirizwa inkunga ya Leta urugo rwanyu rwabonaga 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
11 Kwibwa murugo 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
12 Kwangirizwa ibyo mutunze 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
13 Umwenda munini mwasigiwe n’umuvandimwe witabye Imana 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
14 Ibindi (Sobanura 1 2 8 9
A B C D E F G H I X W Y Z
Niba ari X ahisemo, Ibindi (sobanura)
_____________________________________
IGICE G2. IBIRORI
Noneho turifuza kubabaza ibyiza urugo rwanyu rwabonye mu mezi 12 ashize
G103 Mwaba mwaragize (…) mu mezi 12 ashize? Yego Oya NtabiziYanze gusubiza
G103.1 Umwe mu bagize urugo yabonye akazi gahoraho 1 2 8 9
G103.2 Kwohererezwa amafaranga cyangwa kwongererwa ayo wohererezwaga 1 2 8 9
G103.3 Inkunga nshyashya ya Leta (urugero: Ubudehe, VUP) 1 2 8 9
G103.4 Guhabwa umunani, impano, cg gutsinda tombola 1 2 8 9
G103.5 Igihembo kinini giturutse mu kigo icyaricyo cyose. 1 2 8 9
G103.6 Inkunga yo kwishyura amashuli y’abana cg undi muntu mukuru wo mu rugo rwanyu 1 2 8 9
G103.7 Ibindi (sobanura) 1 2 8 9
End Line Data Collection Report for an Impact Evaluation 421
IGIKA H: KWEGEREZWA IBIKORWA BY’UBUVUZI, KWIRINDA SIDA, KWITABWAHO NO GUFASHWA
ANDIKA INOMERO Y’UMURONGO Y’USUBIZA IKI GICE: 
Ngiye gusoma urutonde rw’ibintu na serivisi. Umbwire niba wowe cyangwa undi muntu wo mu murugo rwanyu yaba yarigeze ahabwa cyangwa agera kuri ibyo bintu cyangwa serivisi 
mu mezi atandatu ashize.
Yego Oya NtabiziYanze 
gusubiza
Yego Oya Ntabizi Yanze 
gusubiza
H101 H101.1 Kwipimisha virusi itera SIDA 1 2 8 9 H101.16 Guhabwa ibikoresho by’ishuli cg imyambaro 
y’ishuli
1 2 8 9
H101.2 Amashuli yo kwigisha abahinzi mu murima 1 2 8 9 H101.17 Inkunga yo kwandikisha umwana wavutse 1 2 8 9
H101.3 Guhabwa amatungo magufi 1 2 8 9 H101.18 Inzitiramubu iteye umuti 1 2 8 9
H101.4 Guhabwa imbuto 1 2 8 9 H101.19 Amakuru y’ uko warinda umwana.wa 
kubungabungaumwana
1 2 8 9
H101.5 Amahugurwa yo gutekera, kugaburira no kwita 
ku bana muri rusange
1 2 8 9 H101.20 Amakuru ku mirire k’umugore utwite cg 
wonsa 
1 2 8 9
H101.6 Guhabwa ibiribwa 1 2 8 9 H101.21 Ibigo bikurikirana abakorewe ihohoterwa 
rishingiye ku gitsina (Isange One stop center)
1 2 8 9
H101.7 Amakuru kuburyo bwo kwirinda SIDA ‘izindi 
ndwara zandurira mu mibonano mpuzabitsina
1 2 8 9 H101.22 Amakuru ku bijyanye n’ubuzima 
n’uburenganzira ku buzima bw’imyororokere
1 2 8 9
H101.9 Amahugurwa ku mikurire y’abana bato 1 2 8 9 H101.24 Amakuru ku bijyanye n’igitsina gabo kumva 
ibyerekeye ubwuzuzanye n’uburinganire mu rugo
1 2 8 9
H101.10 Amahugurwa ku kwiteza imbere mu 
mibereho no gukora imirimo ibyara inyungu
1 2 8 9 H101.25 Umugoroba w’ababyeyi 1 2 8 9
H101.11 Amashyirahamwe yo kuzigama no kuguriza 1 2 8 9 H101.26 Kwita no kuvura ababana n’ubwandu 
bw’agakoko gatera SIDA
1 2 8 9
H101.12 Amahugurwa ku mibereho myiza 1 2 8 9 H101.27 Ubujyanama ku ikingizwa ry’umwana 1 2 8 9
H101.13 Inkunga /inguzanyo yo kwiga ubumenyi ngiro 
(Imyuga)
1 2 8 9 H101.28 Ububyeyi buboneye/ buteza umwana 
imbere
1 2 8 9
H101.14 Amahugurwa yo kwitegurira umurimo 1 2 8 9 H101.29 Gukurikirana imikurire y’abana 1 2 8 9
422 Rwanda’s Improved Services for Vulnerable Populations Project
H101.15 Gufashwa n’abashinzwe ihungabana 
bagusanze mu rugo cg umusosiyale
1 2 8 9 H 101.30Udukingirizo tw' ubuntu
H101.31 Ibiganiro hagati y' ababyeyi n' 
abana ku imyororokere n' ibijyanye n' 
imibonanompuza bitsina
H101.32 Itoza rya bato kugirango bemere 
nka bantu bikitegererezo mu ako gace 
(mentorship program)
1 2 8 9
1 2 8 9
1 2 8 9
H102 Ndangije ibibazo narimfite. Ndabashimiye cyane umwanya wanyu mwaduhaye mukadufasha iki kiganiro. Haba hari icyo 
mwifuzaga kutubaza?
H103 ITARIKI IBAZWA RIRANGIRIYEHO (Umunsi/Ukwezi/Umwaka) [__ __ /__ __ /2 0 __ __ ]
H104 ISAHA IBAZWA RIRANGIRIYEHO (Isaha/Iminota) [_____|_____:_____|______]
H105 ICYO UBAZA YONGERAHO
MEASURE Evaluation: Rwanda ISVP Impact Evaluation TWIYUBAKE, End line
Respondent: Integrated Savings and Lending Group Member
End Line Data Collection Report for an Impact Evaluation 423
Integrated Savings and Lending Group Member Survey
Table of Contents
MODULE A. HOUSEHOLD IDENTIFICATION SHEET............................................................................... 424
MODULE C. INTEGRATED SAVINGS AND LENDING GROUP INDIVIDUAL QUESTIONS ..................... 425
SECTION C1. BACKGROUND INFORMATION .................................................................................. 425
SECTION C2: PARTICIPATION IN AN INTEGRATED SAVINGS AND LENDING GROUP................ 426
SECTION C4. ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT ........ 432
424 Rwanda’s Improved Services for Vulnerable Populations Project
MODULE A. HOUSEHOLD IDENTIFICATION SHEET 
A001 PROVINCE
A002 DISTRICT
A003 SECTOR
A004 CELL
A005 VILLAGE
A006 HOUSEHOLD IDENTIFICATION NUMBER
A008 LINE NUMBER OF INTEGRATED SAVINGS AND 
LENDING GROUP MEMBER FROM HH ROSTER
MEASURE Evaluation: Rwanda ISVP Impact Evaluation TWIYUBAKE, End line
Respondent: Integrated Savings and Lending Group Member
End Line Data Collection Report for an Impact Evaluation 425
MODULE C. INTEGRATED SAVINGS AND LENDING GROUP INDIVIDUAL QUESTIONS
IS THE INTEGRATED SAVINGS AND LENDING GROUP 
MEMBER THE SAME AS A CAREGIVER?
 Yes
 
 No
1 => Fill C101 and 
copy/verify C102 and 
C103 from the 
CAREGIVER QRE. THEN 
Skip to C201
2 =>C101
SECTION C1. BACKGROUND INFORMATION
EDUCATION CODES FOR C107 AND C108.
0=Pre-Primary
1=Primary 1
2=Primary 2
3=Primary 3
4=Primary 4
5=Primary 5
6=Primary 6
7=Primary 7
8=Primary 8
17=TVET1
18=TVET2
19=TVET3
11= Secondary 1
12= Secondary 2
13= Secondary 3
14= Secondary 4
15= Secondary 5
16= Secondary 6
21=University 1
22=University 2
23=University 3
24=University 4
25=Univ. 5 and 
above
77=None
88=Don’t Know
I’m going to begin by asking you some basic questions about yourself.
C101
Record sex of respondent Male 
Female
Other _______________
Refuse 
1
2
6
9
C102 IF ISLG MEMBER IS A CAREGIVER, VERIFY MONTH/YEAR 
OF BIRTH FROM CAREGIVER AND RECORD HERE
In what month and year were you born? MONTH
YEAR
C103
IF ISLG MEMBER IS A CAREGIVER, VERIFY AGE FROM 
CAREGIVER AND RECORD HERE
How old were you at your last birthday?
AGE
FILTER
IS THE INTEGRATED SAVINGS AND LENDING GROUP 
MEMBER THE SAME AS A CAREGIVER?
YES => SKIP TO C201
NO => CONTINUE
C106
Have you ever attended school? Yes
No
Refused
1
2=>C201
9=> C201
C107 What is the highest class level that you have attended in 
school? SEE EDUCATION CODES ABOVE
426 Rwanda’s Improved Services for Vulnerable Populations Project
C108 What is the highest class level that you have completed? 
SEE EDUCATION CODES ABOVE
-- End of section --
SECTION C2: PARTICIPATION IN AN INTEGRATED SAVINGS AND LENDING GROUP
I have some questions about your and your household’s participation in integrated savings and lending 
groups. To remind you, an Integrated Savings and Lending Group (ISLG) is a community-based and 
member-owned institutions composed a group of people who save together and take small loans 
from those savings. The activities of the group run in cycles of one year, after which the accumulated 
savings and the loan profits are distributed back to members. ISLG integrate financial education 
services for members.
C201 In what month and year did your household first join 
an integrated savings and lending group? __ __ / __ __ __ __ (mm/yyyy)
C202
For how long has your household participated in 
integrated savings and lending groups?
CHECK WITH PREVIOUS ANSWER
Less than one month
1-3 months
Between 3 months and 1 year
More than 1 year
Other, Specify:_________
1
2
3
4
6
C206
How many different integrated savings and lending 
groups have members of your household been a 
member of? 
C207
Has any member of your household ever been an 
official in any integrated savings and lending group?
Yes
No
1
2=>C208A
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End Line Data Collection Report for an Impact Evaluation 427
C208
What official titles have your household members held? 
Probe: Any others?
PROBE WITH RESPONSE CATEGORIES IF NECESSARY.
CIRCLE ALL MENTIONED
Chairperson
Secretary
Treasurer
Money counter
Other, Specify:____________
A
B
C
D
X
C208
A
How many different integrated savings and lending groups
are members of your household currently a member of?
[__][__]
C209 What is/are the name(s) of your household’s current 
integrated savings and lending group (s)?
C209
A
IF TWIYUBAKE GIVEN AS ANSWER TO C209, CIRCLE YES. 
OTHERWISE ASK:
Are you or any member of your household currently a 
member of the Twiyubake integrated savings and lending 
group program? 
YES
NO
1
2
C209
B
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT GROUP:
In what month and year did any member of your 
household join your current integrated savings and lending 
group?
[__] [__] / [__] [__] [__] [__]
MM/YYYY
C210
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT GROUP:
What project or organization helped to create your 
household’s group?
CIRCLE ALL THAT APPLY
DUHAMIC
EPR
YWCA
AEE
CARITAS
FXB
RSSP/LWH
CARE
PPMER Amajyambere mu cyaro
CAPMER
Other, Specify:___________
Don’t know
A
B
C
D
E
F
G
H
I
J
X
Y
C211
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT GROUP:
What is the standard savings contribution to your 
household’s current integrated savings and lending group
at every meeting? 
RWF
C212
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT GROUP:
What interest rate does your household’s current group 
charge? 
THIS SHOULD BE A PERCENTAGE.
%
428 Rwanda’s Improved Services for Vulnerable Populations Project
C213
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT GROUP:
Have you or any member of your household ever borrowed 
any money from your household’s current integrated 
savings and lending group? 
Yes
No
1
2=>C219
C214
The last time you or any member of your household 
borrowed money from your household’s current 
integrated savings and lending group, how much money 
did your household borrow?
RWF
C215 How much was your household supposed to pay back 
(including interest?)
RWF
C216
What did your household do with the money that was borrowed this last time? Anything else?
CIRCLE ALL MENTIONED. 
Purchased food for eating
Purchased food for selling
Purchased items (not food) to sell
Purchased household items: such as: 
TV, radio, refrigerator, mobile phone
Paid for medical care
Paid for school fees/materials for 
children
Purchased livestock or poultry
A
B
C
D
E
F
 
G
Purchased seeds for planting
Purchased farm equipment
Purchased business equipment, such as: sewing 
machine
Home improvement: buying new roofing 
sheets, repairing house
Gave it to spouse or other relative
Repaid a debt
Paid funeral expenses
Paid wedding expenses
Other, Specify:_________
H
I
J
 
K
 
L
M
N
O
X
C217
Has your household already repaid this 
loan in full?
Yes
No
1
2
C219
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF C209A=NO, ASK 
ABOOUT THEIR MOST RECENT GROUP:
Have you or any member of your household ever received a 
share-out from the integrated savings and lending group? 
Share-outs are savings distributed to integrated savings and 
lending group members at the end of the integrated savings and 
lending group cycle.
Yes
No
1
2=>C223
C220 Since joining an integrated savings and lending group, how many 
share-outs have you or your household received? 
One
Two
Three (or more)
1
2
3
C221
Thinking about the last time your household received a share￾out from integrated savings and lending group, how much did 
your household receive? 
RWF
C222
Thinking about the last time your 
household received a share-out from an 
integrated savings and lending group, what 
did your household do with the money?
Purchased food for eating A
Purchased food for selling B
Purchased items (not food) to sell C
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Anything else?
CIRCLE ALL MENTIONED.
Purchased household items: such as: TV, radio, 
refrigerator, mobile phone D
Paid for medical care E
Paid for school fees/materials for children F
Purchased livestock or poultry G
Purchased seeds for planting H
Purchased farm equipment I
Purchased business equipment, such as: 
sewing machine J
Home improvement: buying new roofing 
sheets, repairing house K
Gave it to spouse or other relative L
Repaid a debt M
Paid funeral expenses N
Paid wedding expenses O
Other, Specify:_______________ X
C223
IF C209A=YES, ASK THIS ABOUT 
TWIYUBAKE. IF C209A=NO, ASK ABOOUT 
THEIR MOST RECENT GROUP:
Have you or any member of your 
household ever borrowed or received 
money from the integrated savings and 
lending group social fund?
Yes
No
1
2=>C225
C224
The last time you or any household 
member borrowed or received funds from 
the integrated savings and lending group 
social fund, what did your household do 
with this money? 
CIRCLE ALL MENTIONED.
Purchased food for eating A
Purchased food for selling B
Purchased items (not food) to sell C
Purchased household items: such as: TV, radio, 
refrigerator, mobile phone D
Paid for medical care E
Paid for school fees/materials for children F
Purchased livestock or poultry G
Purchased seeds for planting H
Purchased farm equipment I
Purchased business equipment, such as: sewing 
machine J
430 Rwanda’s Improved Services for Vulnerable Populations Project
Home improvement: buying new roofing 
sheets, repairing house K
Gave it to my spouse or other relative L
Repay a debt M
Paid funeral expenses N
Paid wedding expenses O
Other, Specify:__________________________ X
C225
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT 
GROUP:
Have you or any member of your household ever felt 
pressured to contribute money to the integrated 
savings and lending group savings when your 
household needed to spend the money on a household 
item?
Yes
No
1
2
FILTE
R
IS THE INTEGRATED SAVINGS AND LENDING GROUP 
MEMBER THE SAME AS A CAREGIVER?
YES => CONTINUE
NO => SKIP TO C227
C226
We are interested in whether your participation in an 
integrated savings and lending group has affected the 
amount of time you have to spend with your children 
(including biological or non-biological). Would you say 
that your participation in an integrated savings and 
lending group has increased, decreased, or not 
changed the amount of time you have to spend with 
your children?
Increased time with children 1
Decreased time with children 2
About the same 3
C227
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT 
GROUP:
How often does your household’s current integrated 
savings and lending group hold meetings? 
CIRCLE ONE RESPONSE ONLY.
Weekly
Monthly
No set schedule
Other, Specify:________
1
2
3
6
C228
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT 
GROUP:
Did any household member attend the last integrated 
savings and lending group meeting?
Yes
No
1
2
C229
IF C209A=YES, ASK THIS ABOUT TWIYUBAKE. IF 
C209A=NO, ASK ABOOUT THEIR MOST RECENT 
GROUP:
Does your household’s current integrated savings and 
lending group have a constitution? 
Yes
No
Don’t Know
1
2
8
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C230 IF C209A=YES, ASK THIS ABOUT 
TWIYUBAKE. IF C209A=NO, ASK 
ABOOUT THEIR MOST RECENT GROUP:
Does your household’s current 
integrated savings and lending group 
discuss any of the following topics during 
group weekly/monthly meetings?
SERVICE
ANSWER CATEGORIES
IF YES, How many times did 
your group discuss [TOPIC]?
C230.1 Family planning and/or birth 
spacing
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.2 HIV/AIDS YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.3 Adolescent sexual and 
reproductive health
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.4 Nutrition YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.5 Hygiene (e.g., safe water, 
handwashing, etc.)
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.6 Child protection YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.7 Gender-based violence YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
432 Rwanda’s Improved Services for Vulnerable Populations Project
C230.8 Positive masculinity and gender 
equity
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.9 Malaria prevention/treatment YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.10 Livelihood training/income
generation
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.11 Workforce readiness training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.12 Life skills training YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.13 Parent-child communication on 
sexual health and sexual behavior
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
C230.14 Financial education (planning, 
budgeting, etc.)
YES
NO
DK
REFUSE
1
2 => NEXT SERVICE
8 => NEXT SERVICE
9 => NEXT SERVICE
ONCE 1
MORE THAN ONCE 2
--END OF SECTION
SECTION C4. ACCESS TO HEALTH SERVICES, HIV PREVENTION, CARE AND SUPPORT
C4 
Filter
IS THE INTEGRATED SAVINGS AND LENDING GROUP 
MEMBER THE SAME AS THE RESPONDENT FOR 
SECTION H OF THE HOUSEHOLD QUESTIONNAIRE 
OR A CAREGIVER RESPONDENT?
 Yes
 
 No
1 => C402
2 => C401
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C401 I am going to read out a list of items and 
services. Please tell me if you or anyone 
else in your household has received or 
accessed any of these items or services in 
the last 6 months.
SERVICE
ANSWER CATEGORIES
IF RESPONDENT LINE 
NUMBER 201-220 OR 
401-420 ASK: 
Did you receive this 
service or someone else 
in the household?
C401.1 HIV test YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH 
1
2
3
C401.2 Farmer Field School YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH 
1
2
3
C401.3 Free Small Livestock YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.4 Free seed YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.5 Nutritional advice in caring for 
your children
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.6 Free food YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
434 Rwanda’s Improved Services for Vulnerable Populations Project
C401.7 Information on how to prevent 
HIV and other sexually transmitted 
infections
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.8 Information on family planning 
and/or birth spacing
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.9 Training on Early Childhood 
Development
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.10 Livelihood training/income 
generation 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.11 Community savings/lending 
group 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.12 Life skills training YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.13 Vocational training scholarships YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.14 Workforce readiness training YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
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C401.15 Psychosocial support from a 
home visitor or social worker
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.16 Free school supplies or a school 
uniform
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.17 Birth registration support YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.18 Mosquito nets YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.19 Information on child protection YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.20 Nutrition messaging for pregnant 
or lactating women
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.21 One Stop (GBV center) YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
436 Rwanda’s Improved Services for Vulnerable Populations Project
C401.22 Information on sexual and 
reproductive health and rights 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.23 Information on hygiene (e.g. safe 
water, hand washing) 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.24 Information on positive 
masculinity and gender equity
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.25 Umugoroba w’ababyeyi 
(parental evenings)
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.26 HIV treatment and care YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.27 Advice on childhood 
immunization
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.28 Positive parenting YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.29 Growth monitoring for children YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
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C401.30 Free condoms YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.31 Parent-child communication on 
sexual health and sexual behavior
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C401.32 Mentorship program YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE 
ELSE IN 
HOUSEHOLD
BOTH
1
2
3
C402. I have come to the end of my questions. Thank you for participating in this interview! Is there anything you 
would like to add or ask us?
C403 DATE INTERVIEW COMPLETED (dd/mm/20yy) [__ __ /__ __ /2 0 __ __ ]
C404 TIME INTERVIEW COMPLETED (dd/mm/20yy) [_____|_____:_____|______]
C405 INTERVIEWER NOTES
NEXT STEPS
438 Rwanda’s Improved Services for Vulnerable Populations Project
C406
Is current integrated savings and lending 
group respondent the index youth (if 10-17 
years old) according to your control sheet?
Yes
No
1
2
1=>Continue with the Youth Survey
2=>Continue with next survey. 
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Integrated Savings and Lending Group Member Survey: Kinyarwanda Translation
Table of Contents
IGIKA A. IBIRANGo by’URUGO........................................................................................................................... 440
IGIKA C. IBIBAZO BIGENEWE UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO KUGURIZANYA ....................... 441
IGICE CYA C1. AMAKURU Y’IBANZE............................................................................................................. 441
IGICE CYAC2: KUBA MU ITSINDA RYO KUZIGAMA NO KUGURIZANYA ........................................ 442
IGICE CYA C4. KUGERA KURI SERIVISI Z’UBUZIMA, KWIRINDA AGAKOKO GATERA SIDA, KUVURA 
NO GUFASHA ABABANA N’UBWANDU BWA VIRUSI ITERA SIDA................................................... 451
440 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA A. IBIRANGO BY’URUGO
A001 INTARA
A002 AKARERE
A003 UMURENGE
A004 AKAGARI
A005 UMUDUGUDU
A006 INOMERO IRANGA URUGO
A008 INOMERO Y’UMUNYAMURYANGO W’ITSINDA 
RYO KUZIGAMA NO KUGURIZANYA 
IGARAGARA KU RUTONDE RW’ABAGIZE 
URUGO
MEASURE Evaluation: Rwanda ISVP Impact Evaluation TWIYUBAKE, End line
Ubazwa: Umunyamuryango w’itsinda ryo kuzigama no kugurizanya
End Line Data Collection Report for an Impact Evaluation 441
IGIKA C. IBIBAZO BIGENEWE UMUNYAMURYANGO W’ITSINDA RYO 
KUZIGAMA NO KUGURIZANYA
UMUNYAMURYANGO W’ITSINDA 
RYO KUZIGAMA NO 
KUGURIZANYA NI NAWE URERA 
UMWANA?
 Yego
 Oya 
1=> Uzuza C101 hanyuma 
wandukure/ugenzure C102 na 
C103 biri ku bibazwa by’urera 
umwana. Noneho usimbukire 
kuri C201
2=> C101
IGICE CYA C1. AMAKURU Y’IBANZE
KODES Z’AMASHURI KURI C107 na C108
0=Incuke 
1=Abanza 1
2=Abanza 2
3= Abanza 3
4= Abanza 4
5= Abanza 5
6= Abanza 6
7= Abanza 7
8= Abanza 8
11= Ayisumbuye 
1
12= Ayisumbuye 
2
13= Ayisumbuye 
3
14= Ayisumbuye 
4
15=Ayisumbuye 5
16=Ayisumbuye 6
17=Imyuga1
18=Imyuga2
19=Imyuga3
21=Kaminuza 1
22= Kaminuza2
23= Kaminuza3
24= Kaminuza4
25=Kaminuza 
kuza 5 uzamura
77=Ntayo
88=Simbizi
Ngiye gutangira nkubaza ibibazo by’ibanze kuri wowe ubwawe
C101
Andika igitsina cy’usubiza Gabo
Gore
Ibindi, sobanura 
___________________
Yanze gusubiza
1
2
6
9
C102
NIBA UMUNYAMURYANGO W’ITSINDA ARI NAWE URERA 
UMWANA, REBA UKWEZI/UMWAKA BY’IGIHE YAVUKIYE KU 
BIBAZWA BY’URERA UMWANA UBYANDIKE HANO
Ni mu kuhe kwezi n’umwaka wavutsemo?
UKWEZI UMWAKA
C103
NIBA UMUNYAMURYANGO W’ITSINDA ARI NAWE URERA 
UMWANA, REBA UKWEZI/UMWAKA BY’IGIHE YAVUKIYE KU 
BIBAZWA BY’URERA UMWANA UBYANDIKE HANO
Mwari mwujuje imyaka ingahe ku isabukuru y’amavuko 
iherutse?
 IMYAKA
HITAMO UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO 
KUGURIZANYA NI NAWE URERA UMWANA
YEGO=> SIMBUKIRA KURI C201
OYA=> KOMEZA
442 Rwanda’s Improved Services for Vulnerable Populations Project
C106
Wigeze ujya mw’ ishuri? Yego
Oya
Yanze gusubiza
1
2=>C201
9=>C201
C107
Ni uruhe rwego rw’amashuri ruhanitse waba waragezemo? 
REBA KODE Z’AMASHURI HEJURU
C108 Ni uruhe rwego rw’amashuri ruhanitse waba wararangije? 
REBA KODE Z’AMASHURI HEJURU
--IGIKA KIRARANGIYE￾IGICE CYAC2: KUBA MU ITSINDA RYO KUZIGAMA NO KUGURIZANYA
Mfite ibibazo ngirango munsubize ku bijyanye no kuba mu matsinda yo kuzigama no kugurizanya. Nagirango 
nkwibutse, Itsinda ryo kuzigama no kugurizanya ni itsinda rigizwe n’abaturage bishyize hamwe kugirango 
bizigamire kandi bagurizanye kuri ubwo bwizigame bwabo. Ibikorwa by’itsinda bimara umwaka aho 
ubwizigame n’inyungu ku nguzanyo babigabana bakongera gutangira umwaka bundi bushya. Itsinda ryo 
kuzigama no kugurizanya rinaha abanyamuryango ubumenyi ku bijyanye n’icungamutungo.
C201 Ni mu kuhe kwezi n’umwaka urugo rwanyu rwinjiye 
bwa mbere mu itsinda ryo kuzigama no kugurizanya? __ __ / _ _ _ __ (Ukwezi/Umwaka)
C202
Urugo rwanyu rumaze igihe kingana iki mu itsinda ryo 
kuzigama no kugurizanya?
BANZA UGENZURE IGISUBIZO KU KIBAZO KIBANZA.
Munsi y’ukwezi
Hagati y’ukwezi 1-3
Hagati y’amezi 3 n’umwaka
Hejuru y’umwaka
Ikindi, sobanura:_________
1
2
3
4
6
C206 Ni amatsinda yo kuzigama no kugurizanya angahe abo 
mu rugo rwanyu baba babereye abanyamuryango?
C207
Haba hari umuntu wo mu rugo rwanyu waba warigeze 
aba umuyobozi mw’ itsinda ryo kuzigama no 
kugurizanya?
Yego
Oya
1
2=>C208A
End Line Data Collection Report for an Impact Evaluation 443
C208
Ni uwuhe mwanya yagize?
Ongera ubaze: Nta yindi myanya?
ONGERA UBAZE UKORESHEJE IBISUBIZO BYATANZE NIBA ARI NGOMBWA
SHYIRA URUZIGA KU BISUBIZO BYOSE UHAWE
Umuyobozi
Umwanditsi
Umubitsi
Ubara amafranga
Undi mwanya, wuvuge:____________
A
B
C
D
X
C208A Ubu, ni amatsinda yo kuzigama no kugurizanya angahe abo mu rugo rwanyu babereye 
abanyamuryango?
[__][__]
C209 N’ ayahe mazina y’ amatsinda yo kuzigama no kugurizanya urugo rwanyu rurimo ubu?
C209A
NIBA “TWIYUBAKE” ITANZWE NK’IGISUBIZO KURI C209, SHYIRA MU RUZIGA “YEGO”. 
NIBA TARI IBYO, BAZA:
Ubu, wowe cg undi muntu wo mu rugo rwanyu ni umunyamuryango w’itsinda ryo 
kuzigama no kugurizanya ry’umushinga Twiyubake”?
Yego
Oya
1
2
C209B
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA C209A=OYA, MUBAZE 
KU BIJYANYE N’AMATSINDA BAHERUKA KWINJRAMO:
Ni mu kuhe kwezi n’umwaka nibura umuntu umwe wo mu rugo rwanyu yinjie mu 
itsinda murimo ubu?
[__] [__] / [__] [__] [__] [__]
UKWEZI/IMYAKA
C210
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA C209A=OYA, MUBAZE 
KU BIJYANYE N’AMATSINDA AHERUKA KWINJRAMO:
Ni uwuhe mushinga cyangwa umuryango wafashije urugo rwanyu gushinga itsinda 
ryanyu?
HITAMO IGISUBIZO CYOSE KIRI CYO.
DUHAMIC
EPR
YWCA
AEE
CARITAS
FXB
RSSP/LWH
CARE
PPMER Amajyambere mu cyaro 
CAPMER
Iyindi, yivuge:___________
Simbizi
A
B
C
D
E
F
G
H
I
J
X
Y
C211
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA C209A=OYA, MUBAZE 
KU BIJYANYE N’AMATSINDA AHERUKA KWINJRAMO:
Ni amafaranga angahe urugo rwanyu rutanga yo kuzigama mu itsinda ryanyu ryo 
kuzigama no kugurizanya igihe cyose mukoze inama?
RWF
444 Rwanda’s Improved Services for Vulnerable Populations Project
C212
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA C209A=OYA, MUBAZE 
KU BIJYANYE N’AMATSINDA AHERUKA KWINJRAMO:
Ni inyungu ingana iki itsinda ryanyu urugo rwanyu rurimo risaba?
IGISUBIZO KIGOMBA KUBA MU IJANISHA
%
C213
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA C209A=OYA, MUBAZE 
KU BIJYANYE N’AMATSINDA AHERUKA KWINJRAMO:
Mwe cg undi muntu wo mu rugo rwanyu yigeze asaba inguzanyo mu itsinda murimo 
ubu ryo kuzigama no kugurizanya?
Yego
Oya
1
2=>C219
C214 Ubwanyuma wowe cg undi muntu wo mu rugo rwanyu aheruka gusaba inguzanyo mu 
itsinda murimo ubu ryo kuzigama no kugurizanya, ni amafranga angahe mwasabye?
RWF
C215 Ni angahe urugo rwanyu rwagombaga kwishyura? (Mwongeyeho inyungu?) RWF
C216
Ni iki urugo rwanyu rwakoresheje amafaranga mwabonye ubwo muheruka gusaba inguzanyo? ………Nta kindi?
ZENGURUTSA URUZIGA IBYO AVUZE BYOSE
Nayahahishije ibyo kurya
Nayaguzemo imyaka yo kugurisha
Nayaguzemo ibintu (bitari ibiribwa) byo kugurisha
Nayaguzemo ibikoresho byo mu rugo nka: TV, radiyo, 
firigo, telefoni igendanwa 
Nayishyuye mu kwivuza
Nayishyuye amashuri/ibikoresho by’abana
Nayaguzemo amatungo cyangwa inkoko byo kworora
A
B
C
D
E
F
G
Nayaguzemo imbuto zo gutera
Nayaguzemo ibikoresho byo mu buhinzi
Nayaguzemo ibikoresho byo gukora ubushabitsi, nk’imashini idoda
Gutunganya inzu ntuyemo: kugura amabati mashya, gusana inzu
Nayahaye uwo twashakanye cyangwa abo dufitanye isano
Nayishyuye ideni
Nayishyuye ibijyanye no gushyingura
Nayishyuye ibijyanye no gushyingirwa
Ibindi, bivuge:_________
H
I
J
K
L
M
N
O
X
C217
Urugo rwanyu rwaba rwararangije kwishyura iyo nguzanyo 
yose?
Yego
Oya
1
2
End Line Data Collection Report for an Impact Evaluation 445
C219
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
Wowe cg undi muntu wo mu rugo rwanyu yaba yarigeze abona 
ku biva ku migabane mufite mu itsinda ryo kuzigama no 
kugurizanya?
Ibiva ku migabane ni ubwizigame bugabanywa 
abanyamuryango b’itsinda ryo kuzigama no kugurizanya 
nyuma y’igihe runaka cy’ubwizigame no kugurizanya hagati 
y’abanyamuryango
Yego
Oya
1
2=>C223
C220
Kuva wakwinjira mu itsinda ryo kuzigama no kugurizanya, ni 
imigabane ingana iki wowe cg undi muntu wo mu rugo rwanyu 
yahawe? 
Umwe
Ibiri
Itatu (cyangwa irenga)
1
2
3
C221
Utekereje igihe urugo rwanyu ruheruka kubona imigabane mu 
itsinda ryo kuzigama no kugurizanya, rwabonye amafaranga 
angahe?
RWF
C222
Utekereje igihe urugo rwanyu ruheruka kubona imigabane mu 
itsinda ryo kuzigama no kugurizanya, ayo rwabonye 
rwayakoresheje iki?
Nta kindi?
ZENGURUTSA URUZIGA IBYO AVUZE BYOSE
Nayahashishije ibyo kurya A
Nayaguzemo ibiryo byo gucuruza B
Nayaguzemo ibintu (bitari ibiribwa) byo kugurisha C
Nayaguzemo ibikoresho byo mu rugo nka: TV, radiyo, firigo, telefoni 
igendanwa, 
D
Nayishyuye mu kwivuza E
Nayishyuye amashuri/ibikoresho by’abana F
Nayaguzemo amatungo cynagwa inkoko byo kworora G
Nayahashishije imbuto zo gutera H
Nayaguzemo ibikoresho byo mu buhinzi I
Nayaguzemo ibikoresho byo gukora ubusabitsi, nk’imashini idoda J
Gutunganya inzu ntuyemo: kugura amabati mashya, gusana inzu K
Nayahaye uwo twashyakanye cyangwa abo dufitanye isano L
Nayishyuye ideni M
Nayishyuye ibijyanye no gushyingura N
Nayishyuye ibijyanye no gushyingirwa O
446 Rwanda’s Improved Services for Vulnerable Populations Project
Ibindi, bivuge:_______________ X
C223
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA BAHERUKA 
KWINJRAMO:
Wowe cg undi muntu wo mu rugo rwanyu yigeze asaba cyangwa 
kuguzwa amafaranga y’ingoboka mu itsinda ryo kuzigama no 
kugurizanya?
Yego
Oya
1
2=>C225
C224
Igihe wowe cg undi muntu wo mu rugo rwanyu aherutse gusaba 
amafaranga y’ingoboka mu itsinda ryo kuzigama no kugurizanya, 
yakoreshejwe iki?
ZENGURUTSA URUZIGA IBYO AVUZE BYOSE
Nayahashishije ibyo kurya A
Nayaguzemo ibiryo byo gucuruza B
Nayaguzemo ibintu (bitari ibiribwa) byo kugurisha C
Nayaguzemo ibikoresho byo mu rugo nka: TV, radiyo, firigo, telefoni 
igendanwa, 
D
Nayishyuye mu kwivuza E
Nayishyuye amashuri/ibikoresho by’abana F
Nayaguzemo amatungo cynagwa inkoko byo kworora G
Nayahashishije imbuto zo gutera H
Nayaguzemo ibikoresho byo mu buhinzi I
Nayaguzemo ibikoresho byo gukora ubusabitsi, nk’imashini idoda J
Gutunganya inzu ntuyemo: kugura amabati mashya, gusana inzu K
Nayahaye uwo twashyakanye cyangwa abo dufitanye isano L
Nayishyuye ideni M
Nayishyuye ibijyanye no gushyingura N
Nayishyuye ibijyanye no gushyingirwa O
Ibindi, bivuge:_______________ X
C225
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
Wowe cg undi muntu wo mu rugo rwanyu mwaba mwarigeze 
mwumva ushyizweho imbaraga/ingufu/agahato/igitutu mu 
gutanga umugabane mu itsinda ryo kuzigama no kugurizanya mu 
gihe wumvaga wari kuyakoresha ibindi bintu bijyanye n’urugo?
Yego
Oya
1
2
End Line Data Collection Report for an Impact Evaluation 447
FILTER UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO 
KUGURIZANYA NI NAWE URERA UMWANA
YEGO=> KOMEZA 
OYA=> SIMBUKIRA KURI C227
C226
BAZA GUSA IGIHE ARI URERA UMWANA W’IBANZE.
Turashaka kumenya niba kuba mu itsinda ryo kuzigama no 
kugurizanya kwawe hari icyo kwaba kwarahinduye ku mwanya 
uba uri kumwe n’abana bawe (abana bawe bwite n’ abo urera). 
Wavuga ko kuba mu itsinda ryo kuzigama no kugurizanya kwawe 
kwongereye, kwagabanyije, cyangwa ntacyo bwahinduye mu
ngano y’igihe uba uri kumwe n’abana bawe?
Byongereye umwanya marana n’abana 1
Byagabanyije umwanya marana n’abana 2
Byenda kungana 3
C227
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
Ni kangahe itsinda ryanyu ryo kuzigama no kugurizanya rikora 
inama? 
ZENGURUTSA AKAZIGA IGISUBIZO KIMWE GUSA
Buri cyumweru
Buri kwezi
Nta gahunda izwi
Ikindi gihe, kivuge: ________
1
2
3
6
C228
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
Hari umuntu wo mu rugo rwanyu wigeze yitabira inama y’itsinda 
ryo kuzigama no kugurizanya iheruka?
Yego
Oya
1
2
C229
NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
Itsinda ryo kuzigama no kugurizanya wowe cg. undi mu rugo 
rwanyu arimo ubu rifite amategeko arigenga? 
Yego
Oya
Simbizi
1
2
8
C230 NIBA C209A=YEGO, BAZA IKI KIBAZO KURI TWIYUBAKE. NIBA 
C209A=OYA, MUBAZE KU BIJYANYE N’AMATSINDA AHERUKA 
KWINJRAMO:
448 Rwanda’s Improved Services for Vulnerable Populations Project
Itsinda ryanyu ryo kuzigama no kugurizanya 
ryaba rivuga/riganira ku ngingo zikurikira mu 
nama isanzwe y’itsinda?
Ni kangahe muganira 
ku [TOPIC]?
C230.1 
Kuboneza urubyaro/gutandukanya imbyaro
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
 C230.2 
Virusi itera Sida
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.3 
Ubuzima bw’imyororokere n’imikorere y’imyanya 
ndangagitsina mu rubyiruko
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
End Line Data Collection Report for an Impact Evaluation 449
C230.4 
Imirire
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.5 Isuku (urugero: amazi meza, gukaraba 
intoki, etc)
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.6 
Kurengera/kurinda umwana
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.7 
Ihohotera rishingiye ku gitsina
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
450 Rwanda’s Improved Services for Vulnerable Populations Project
C230.8 
Ibijyanye n’uburinganire n’ubwuzuzanye hagati y’ 
igitsina gabo na gore
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.9 
Kwirinda cyangwa kuvura malariya
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.10 Amahugurwa ku kuzamura ubukungu 
bw’umuryango
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.11 
Amahugurwa ku bumenyi bw’ibanze ku 
murimo/AKAZI KANOZE (eg: imiyoborere, 
imibanire mu kazi, etc)
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
End Line Data Collection Report for an Impact Evaluation 451
C230.12 
Amahugurwa ku kumenya kwirinda imyitwarire 
yagushyira mu kaga (eg: gukora imibonano 
mpuzabitsina idakingiye, ibiyobyabwenge, etc)
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.13 
Umubyeyi kuganiriza umwana ku bijyanye 
n'imyanya y'ibanga n'imyitwarire kuriyo.
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
C230.14 Kwishyura ibirebana n'uburezi ( urugero: 
igenamigambi , kugena ingengo y'imari)
YEGO
OYA 
Ntabizi
YANZE 
GUSUBIZA
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RIMWE 1
BIRENZE RIMWE 2
--IGIKA KIRARANGIYE
IGICE CYA C4. KUGERA KURI SERIVISI Z’UBUZIMA, KWIRINDA AGAKOKO GATERA SIDA, KUVURA NO GUFASHA ABABANA N’UBWANDU 
BWA VIRUSI ITERA SIDA 
C4
Hitamo
UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO KUGURIZANYA NI 
NAWE WASUBIJE (CG WASUBIJE) IGIKA CYA H KU BIBAZWA BIGENEWE 
URUGO cg NI NAWE WASUBIJE IBIBAZWA URERA UMWANA W’IBANZE?
 
YEGO
OYA 
1=>C402
2=>C401
452 Rwanda’s Improved Services for Vulnerable Populations Project
Ngiye gusoma urutonde rw’ibintu na serivisi. Umbwire niba wowe cyangwa undi muntu wo mu muryango wawe yaba yarigeze ahabwa cyangwa agera kuri ibyo 
bintu cyangwa serivisi mu mezi atandatu ashize.
Yego Oya Ntabizi Yanze 
gusubiza
Yego Oya Ntabizi Yanze 
gusubiza
C401 C401.1 Kwipimisha virusi itera 
SIDA
1 2 8 9 C401.14 Amahugurwa yo 
kwitegurira umurimo
1 2 8 9
C401.2 Amashuli yo kwigisha 
abahinzi mu murima
1 2 8 9 C401.15 Gufashwa 
n’abashinzwe isanamutima 
bagusanze mu rugo cg umukozi 
ushinzwe imibereho myiza
1 2 8 9
C401.3 Guhabwa amatungo 
magufi
1 2 8 9
C401.4 Guhabwa imbuto 1 2 8 9
C401.5 Amahugurwa yo 
gutekera, kugaburira no kwita 
ku bana muri rusange
1 2 8 9
C401.6 Guhabwa ibiribwa 1 2 8 9 C401.19 Amakuru ku 
kubungabunga umwana
1 2 8 9
C401.7 Amakuru kuburyo bwo 
kwirinda SIDA ‘izindi ndwara 
zandurira mu mibonano 
mpuzabitsina
1 2 8 9 C401.20 Amakuru ku mirire 
k’umugore utwite cg wonsa
1 2 8 9
End Line Data Collection Report for an Impact Evaluation 453
C401.21 Ibigo bikurikirana 
abakorewe ihohoterwa rishingiye 
ku gitsina (Isange One stop 
center)
1 2 8 9
C401.9 Amahugurwa ku 
mikurire y’abana bato
1 2 8 9 C401.22 Amakuru ku bijyanye 
n’ubuzima n’uburenganzira ku 
buzima bw’imyororokere
1 2 8 9
C401.10 Amahugurwa ku 
kwiteza imbere mu mibereho 
no gukora imirimo ibyara 
inyungu
1 2 8 9 C401.24 Amakuru ku bijyanye 
n’ubugabo wumva ibyerekeye 
ubwuzuzanye n’uburinganire mu 
rugo
1 2 8 9
C401.11 Amashyirahamwe yo 
kuzigama no kuguriza
1 2 8 9
C401.12 Amahugurwa ku 
mibereho myiza
1 2 8 9
C401.25 Umugoroba w’ababyeyi 1 2 8 9
C401.13 Inkunga /inguzanyo 
yo kwiga ubumenyi ngiro 
(Imyuga)
1 2 8 9 C401.26 Kwita no kuvura 
ababana n’ubwandu bw’agakoko 
gatera SIDA
1 2 8 9
C401.27 Ubujyanama ku 
ikingizwa ry’umwana
1 2 8 9
454 Rwanda’s Improved Services for Vulnerable Populations Project
C401.28 Ububyeyi buboneye/ 
buteza umwana imbere
1 2 8 9
C401.29 Gukurikirana imikurire 
’abana
1 2 8 9
C 401.30Udukingirizo tw' ubuntu
C401.31 Ibiganiro hagati y' ababyeyi 
n' abana ku imyororokere n' 
ibijyanye n' imibonanompuza 
bitsina
C401.32 Itoza rya bato kugirango 
bemere nka bantu bikitegererezo 
mu ako gace (mentorship program)
1 2 8 9
1 2 8 9
1 2 8 9
End Line Data Collection Report for an Impact Evaluation 455
C402. Ngeze ku musozo w’ibibazo byanjye. Urakoze kuba wemeye kugira uruhare muri iki kiganiro. Haba hari ikindi wifuza kongeraho cyangwa kutubaza?
C403 ITARIKI IKIGANIRO KIRANGIRIYEHO (umunsi/ukwezi/umwaka) [__ __ /__ __ /2 0 __ __ ]
C404 ISAHA IKIGANIRO KIRANGIRIYEHO (isaha/iminota) [_____|_____:_____|______]
C405 IBYO UBAZA YONGERAHO
IBIKURIKIYEHO
C406
Uyu muntu wo mu itsinda ryo kuzigama no kugurizanya wasubije 
niwe rubyiruko rugambiriwe (niba afite imyaka 10-17) hakurikijwe 
urupapuro rw’igenzura (Control sheet) ufite?
Yego
Oya
1
2
1=>Komeza n’ibibazwa urubyiruko
2=>Komeza n’ibaza rikurikiyeho
456 Rwanda’s Improved Services for Vulnerable Populations Project
Youth Survey
Table of Contents
MODULE A. HOUSEHOLD IDENTIFICATION SHEET..................................................................... 457
MODULE C. BACKGROUND INFORMATION .............................................................................................. 457
MODULE D. INDIVIDUAL YOUTH SURVEY (10-17 years)............................................................................. 458
SECTION D1. CHORES & WORK ........................................................................................................ 458
SECTION D3. HEALTH, SUPPORT AND PROTECTION ........................................................................... 461
SECTION D4. HIV/AIDS KNOWLEDGE, ATTITUDES & SEXUAL BEHAVIOR .............................................. 461
SECTION D5. GENDER NORMS AND RELATIONSHIP DYNAMICS .......................................................... 467
SECTION D6. ACCESS TO HEATH SERVICES, HIV PREVENTION, CARE & SUPPORT ................................. 474
End Line Data Collection Report for an Impact Evaluation 457
MODULE A. HOUSEHOLD IDENTIFICATION SHEET 
IRB Study Number |_________|
A00
1
PROVINCE
A00
2
DISTRICT
A00
3
SECTOR
A00
4
CELL
A00
5
VILLAGE
A00
6
HOUSEHOLD IDENTIFICATION NUMBER
A00
8
LINE NUMBER OF YOUTH FROM HH 
ROSTER
MODULE C. BACKGROUND INFORMATION
Let’s start out by you telling me a little about yourself.
No. Questions Coding Categories SKIP
C101 Record / Confirm Child’s Sex
Male
Female
Other 
____________
(SPECIFY)
REFUSED
1
2
6
9
C102
IF THE YOUTH IS THE SAME AS A 
CAREGIVER AND/OR ISLG MEMBER, 
VERIFY MONTH AND YEAR OF BIRTH 
AND RECORD DATA HERE
In what month and year were you 
born? (I IF BIRTH CERTIFICATE WAS 
SEEN DURING CAREGIVER SURVEY, 
RECORD MONTH AND YEAR FROM 
CAREGIVER SURVEY F107 for youth 10-
17). IF UNKNOWN, ASK YOUTH TO 
ESTIMATE
MONTH
YEAR
C103 Record / Confirm Youth’s Age- IF THE 
YOUTH IS THE SAME AS A CAREGIVER 
458 Rwanda’s Improved Services for Vulnerable Populations Project
AND/OR ISLG MEMBER, VERIFY AGE 
AND RECORD DATA HERE
Remind me, how old were you at your 
last birthday?
CONFIRM WITH MONTH AND YEAR 
BORN IN C102 AND ADJUST IF 
NECESSARY. DO NOT LEAVE BLANK. 
IF UNKNOWN, ASK YOUTH TO 
ESTIMATE
AGE
A PRIMARY CAREGIVER IS DEFINED AS A PERSON WHO IS RESPONSIBLE FOR FEEDING, 
CLOTHING, AND CARE FOR A CHILD. IT SHOULD NOT BE THE PERSON WHO SOLELY 
PROVIDES FINANCIAL SUPPORT, UNLESS THAT PERSON IS ALSO THE ONE 
RESPONSIBLE AS NOTED HERE. IT DOES NOT NEED TO BE THE MOTHER OR FATHER OR 
HEAD OF HOUSEHOLD.
C104
Who is your primary caregiver? 
DO NO READ RESPONSES. 
RECORD ONE PRIMARY 
RESPONSE ONLY. 
Mother (biological)
Father (biological)
Step-mother and/or foster 
mother
Step-father and/or foster father
Sister
Brother
Aunt
Uncle
Grandmother
Grandfather
Non-family member (female)
Non-family member (male)
No one/self
Other: __________________
1
2
3
4
5
6
7
8
9
10
11
12
13
66
--- END OF SECTION ---
MODULE D. INDIVIDUAL YOUTH SURVEY (10-17 years)
SECTION D1. CHORES & WORK
No. Questions Coding Categories SKIP
D101
Do you sometimes do 
household or farm chores 
for your own family, or 
care for a member of your 
household?
Yes 
No
Don’t Know
Refuse
1
2
8
9
2=>D104
8=>D104
9=>D104
D102
What household or farm 
chores do you usually do 
for your family? Anything 
else? 
CIRCLE ALL MENTIONED
Prepare food
Fetch water
Clean house/toilets
Wash clothes, blankets
Take care of children
Take care of adult household 
members
A
B
C
D
E
F
Plant/tend /harvest 
crops
Feed, care for animals
Other_____________
__
Don’t Know
Refuse
G
H
X
Y
Z
End Line Data Collection Report for an Impact Evaluation 459
No. Questions Coding Categories SKIP
D103
About how much time do 
you spend per day doing 
household or farm chores 
for your family?
Less than 1 hour
1-2 hours
3-4 hours
More than 4 hours / most of the 
day
It depends / it is different 
everyday
1
2
3
4
5
D104
(Apart from these chores,) 
do you sometimes do 
other work outside your 
home?
Yes 
No
1
2 2=> D109
D105
What kinds of other work 
do you sometimes do (that 
is not a household or farm 
chore for your own 
family)? Anything else?
PROBE WITH RESPONSE 
CATEGORIES IF 
NECESSARY.
CIRCLE ALL MENTIONED.
Sell/hawk goods while walking
Sell food at market
Household chores for other
families
Farm chores for other families
Help out in shop
Construction
Sewing
Mechanic
Clerk, Delivery, Administrative
Agricultural labourer
A
B
C
D
E
F
G
H
I
J
Livestock herding
Own farm labour
Petty trade (Small 
shop)
Trader (Buy/sell in 
large quantities, sell 
to petty traders)
Mining
Firewood/charcoal
Brewing 
Handicraft
Fishing
Other: __________
K
L
M
N
O
P
Q
R
S
X
No. Questions Coding Categories SKIP
D106
How often do you do other work 
(that is not household/farm 
chores for your own family)? 
Would you say….?
READ RESPONSE CATEGORIES
Every day / most days 1 1=>D107
All others: D108
Several times a week 2
Once a week 3
Once in a while 4
D107
About how much time do you 
spend per day doing this work?
Less than 1 hour
1-2 hours
3-4 hours
More than 4 hours
It depends / it is different 
everyday
1
2
3
4
5
D108
Have you ever received money 
for any of the work that you do? 
Yes
No
1
2
460 Rwanda’s Improved Services for Vulnerable Populations Project
No. Questions Coding Categories SKIP
D109
What [else] do you do to get 
money?
CIRCLE ALL MENTIONED
IF WORK MENTIONED, RETURN 
TO D105-D109
Nothing
Begging
Other: 
__________________________
Y
A
X
Filter
CHECK ANSWERS TO D108 AND D109:
RESPONDENT GETS MONEY SOMEHOW RESPONDENT DOES NOT GET MONEY
(D108=1 OR D109=A,X) (D108=2 AND D109=Y)
D111
D110
What do you do with the money 
you get?
Anything else?
CIRCLE ALL MENTIONED
Give to parents / guardians
Pay for my school expenses
Pay for school expenses of others
Buy food for myself
Buy alcohol
Buy other things for myself
Save it
Other: 
__________________________
Don’t Know 
Refuse 
A
B
C
D
E
F
G
X
Y
Z
D111
In the last 6 months, have you 
begun new paid work outside the 
home? This may include self￾employment.
Yes 
No
Refuse
1
2 => D113
9=> D113
D112
Is this job an improvement over 
your previous job? 
IMPROVEMMENT IS BASED ON 
THE PARTICIPANT’S PERCEPTION
Yes 
No
Did not have job previously
Don’t Know
Refuse
1
2
3
8
9
D113
Are you currently looking for 
work?
Yes 
No
Refuse
1
2 
9
D114
Do you feel you have the skills 
you need to have a job?
Yes 
No
Refuse
1
2 
9
--- END OF SECTION ---
End Line Data Collection Report for an Impact Evaluation 461
SECTION D3. HEALTH, SUPPORT AND PROTECTION
Enumerator: It is important that you carry out the remainder of this module in a private room or private 
location away from other people so that others cannot hear the questions or the youth’s responses. If privacy 
is compromised during this module (for example, another family member enters the room), you should stop 
asking questions until privacy is re-established. In addition, if the participant becomes distraught or sad during 
these questions, you should pause and ask he/she if he/she is okay. Also ask if he/she would like to continue 
with the interview, to pause momentarily, skip these questions, or skip to the next section. 
Now I have a few questions about your health and wellbeing. I’m going to ask you a few questions 
about people in your life. Please respond yes or no. We are not asking for names of people.
No. Question Coding 
Categor
y 
D301 Do you have someone in your life to turn to for suggestions about how to deal with 
a personal problem?
Yes 
No
1 2
D302 Do you have someone in your life to help with daily chores if you were sick? 1 2
D303 Do you have someone in your life that shows you love and affection? 1 2
D304 Do you have someone in your life to do something enjoyable with? 1 2
--- END OF SECTION ---
SECTION D4. HIV/AIDS KNOWLEDGE, ATTITUDES & SEXUAL BEHAVIOR 
We are nearly done. I have a few short questions on a disease called HIV/AIDS.
No. Question Coding Categories
D401
Has anyone ever talked to you or taught you about how 
children grow and develop?
PROMPT: HOW CHILDREN’S BODIES CHANGE OVER TIME 
(PUBERTY CHANGES) 
Yes
No
1
2=>D403
D402
Who talked to you about how 
children grow and develop? 
Anyone else?
CIRCLE ALL MENTIONED
Mother(biological or 
foster)
Father (biological or 
foster)
Grandparent
Aunt
Uncle
Sister
A
B
C
D
E
F
Brother
Friend
Neighbor 
Teacher
Other: _____
Don’t Know
Refuse 
G
H
I
J
X
Y
Z
462 Rwanda’s Improved Services for Vulnerable Populations Project
D403 Has anyone ever talked to you or taught you about sex or 
sexual behavior?
Yes
No
1
2=>D405
D404
Who talked to you about sex 
or sexual behavior?
Anyone else?
CIRCLE ALL MENTIONED
Mother(biological or 
foster)
Father (biological or 
foster)
Grandparent
Aunt
Uncle
Sister
A
B
C
D
E
F
Brother
Friend
Neighbor
Teacher
Other: ____
Don’t Know
Refuse
G
H
I
J
X
Y
Z
D405 Have you ever heard of an illness called HIV or AIDS?
Yes
No
1
2 => D419
D406 Has anyone ever talked to you or taught you about HIV or 
AIDS?
Yes
No
1
2 => D408
D407
Who talked to you about HIV 
or AIDS? Anyone else?
CIRCLE ALL MENTIONED
Mother(biological or 
foster)
Father (biological or 
foster)
Grandparent
Aunt
Uncle
Sister
A
B
C
D
E
F
Brother 
Friend
Neighbor
Teacher
Other: ____
Don’t Know
Refuse
G
H
I
J
X
Y
Z
D408
HIV is the virus that leads to AIDS. Can people reduce their 
chances of getting the HIV by having just one uninfected 
sex partner who has no other sex partners?
 Yes No DK/Not Sure Refuse
 1 2 8 
9
D409 Can people reduce their chance of getting HIV by using a 
condom every time they have sex?
 1 2 8 9
D410 Is it possible for a healthy-looking person to have HIV?
 1 2 8 9
D411 Can people get HIV from mosquito bites? 1 2 8 9
D412 Can people get the HIV virus by sharing food with someone 
who has HIV?
 1 2 8 9
D413 Can HIV be transmitted from a mother to her baby:
Yes No DK/Not Sure 
Refuse
D413.1 a) During pregnancy?
 1 2 8 
9
D413.2 b) During delivery?
 1 2 8 
9
D413.3 c) By breastfeeding?
 1 2 8 
9
I have a few more questions about HIV. If you don’t want to answer, that is all right.
End Line Data Collection Report for an Impact Evaluation 463
D414 I don’t want to know the results, but have you ever been 
tested to see if you have HIV?
Yes
No
DK/Not Sure
Refuse
1 
2 
8 
9
If 2,8,9 
=>D418
D415 How many months ago was your most recent HIV test?
Months ago
Two or more years 95
D416
Who influenced you to take your most recent HIV test?
CIRCLE ALL MENTIONED
Spouse/partner
Parent
Other relative
Neighbor/friend
Community health 
worker
Peer educator
Case management 
volunteer
Other: 
______________
Self/nobody
A
B
C
D
E
F
G
X
Y
D417
I don’t want to know the results but did you get the results 
of your test?
 Yes
No
DK/Not Sure
Refuse
1 
2 
8 
9
D418
Do you know of a place where people can go to get an HIV 
test?
 1 2 8 
9
My next few questions relate to sex. These questions may be awkward to answer. If you do not wish to 
answer, you do not have too. Please just say PASS. If you do choose to answer, please be as honest as you 
can. The information you provide will help us to improve our programs to meet the needs of children like 
you. Everything that you tell me will be held strictly confidential.
D419
How old were you when you had sexual 
intercourse for the very first time?
For the purposes of this survey, ‘sexual 
intercourse’ is when a male puts his penis 
inside of a female’s vagina or inside of 
someone’s anus.
IF RESPONDENT CANNOT RECALL, ASK THEM 
TO ESTIMATE.
 
NEVER HAD SEXUAL INTERCOURSE…00 
->D436
Refused..99 → D424
D420
When was the last time you had sexual 
intercourse?
DAYS AGO……….[__][__]
WEEKS AGO……..[__][__]
MONTHS AGO…………[__][__]
AGE
464 Rwanda’s Improved Services for Vulnerable Populations Project
IF LESS THAN 12 MONTHS, ANSWER 
MUST BE RECORDED IN DAYS, WEEKS 
OR MONTHS. 
IF 12 MONTHS (ONE YEAR) OR MORE, 
ANSWER MUST BE RECORDED IN 
YEARS.
YEARS AGO…………[__][__]→D422
REFUSED…999→D422
D421
In total, with how many different people have 
you had sexual intercourse in the last 12 
months? 
IF NON-NUMERIC ANSWER, . . .
PROBE TO GET AN ESTIMATE.
IF NUMBER OF PARTNERS IS DON'T KNOW . . .88
95 OR MORE, WRITE '95'.
IF REFUSED, RECORD 99.
D422
The last time you had sexual intercourse, was a 
condom used?
Yes No DK/Not Sure Refuse 
 1 2 8 9
D423
What was your relationship to this person with 
whom you had sexual intercourse?
If “BOYFRIEND”/”GIRLFRIEND”:
Were you living together as if married?
If yes, choose “2” and if no, choose “3”
HUSBAND/WIFE…………………………………. . . . . . . . . 
. 1 
LIVE-IN PARTNER . ……………………………………………. 
. 2 
BOYFRIEND/GIRLFRIEND NOT living with 
ReSPONDENT 
……………………………………………………….3
Casual ACQUAINTANCE . ………………………………….. 
. 4
PROSTITUTE . ……………………………………………... . . .
. 5
OTHER 
___________________________________ 6 
(SPECIFY)
THE FOLLOWING QUESTIONS ARE ABOUT PREGNANCIES AND BIRTHS OF CHILDREN WHO ARE BIOLOGICALLY 
RELATED TO THE RESPONDENT. THE FIRST STEP IS TO DETERMINE IF YOU HAVE FILLED A CAREGIVER 
QUESTIONNAIRE FOR THIS RESPONDENT. IF YOU HAVE FILLED A CAREGIVER QUESTIONNAIRE, THEN YOU 
WILL NEED TO CHECK THE ANSWERS IN QUESTION F110 FOR ALL CHILDREN FOR WHOM THE RESPONDENT 
IS THE PRIMARY CAREGIVER TO SEE IF THE RESPONDENT IS THE BIOLOGICAL MOTHER/FATHER TO ANY CHLD. 
THEN FOLLOW THE INSTRUCTIONS AS LISTED.
D424
FEMALE, OTHER, REFUSED C101 & NO 
CAREGIVER SURVEY OR FEMALE, OTHER, 
REFUSED C101 & CAREGIVER SURVEY WITH NO 
CHILDREN THAT HAVE F110=01
FEMALE, OTHER, REFUSED C101 & CAREGIVER 
SURVEY WITH AT LEAST ONE CHILD THAT HAS 
F110=01 => D426
MALE & CAREGIVER SURVEY WITH AT LEAST ONE 
CHILD THAT HAS F110=02 => D431
NUMBER OF 
SEXUAL PARTNERS
End Line Data Collection Report for an Impact Evaluation 465
MALE & NO CAREGIVER SURVEY OR MALE & 
CAREGIVER SURVEY WITH NO CHILDREN THAT 
HAVE F110=02 => D430
D425 Have you ever been pregnant?
Yes No Don’t Know Refuse 
1 2 8 9
If 2=> D432; If 8,9 => D428
D426
How old were you the first time you became 
pregnant? 
IF DON’T KNOW, RECORD 88.
IF REFUSED, RECORD 99.
D427
FEMALE, OTHER, REFUSED C101 & NO 
CAREGIVER SURVEY OR FEMALE, OTHER, 
REFUSED C101 & CAREGIVER SURVEY WITH NO 
CHILDREN THAT HAVE F110=01
FEMALE, OTHER, REFUSED C101 & CAREGIVER 
SURVEY WITH AT LEAST ONE CHILD WITH 
F110=01=> D429
D428 Have you ever given birth?
Yes No Refuse 
 1 2 9
If 1 => D429
If 2,8,9=>D432
D429 How old were you when you first gave birth?
All skip to D432
D430 Have you ever fathered any children with any 
woman?
Yes No Don’t Know Refuse 
 1 2 8 9
If 2,8,9 => D432
D431 How old were you when your (first) child was 
born?
D432
FEMALE, OTHER, REFUSED C101 & NO 
CAREGIVER SURVEY 
MALE OR 
FEMALE, OTHER, REFUSED C101 & CAREGIVER 
SURVEY 
 D436 
D433 Are you currently pregnant?
Yes No Don’t Know Refuse 
1 2 8 9
D434
Are you or your partner currently doing 
something or using any method to delay or 
avoid getting pregnant?
Yes No Refuse 
1 2 9
2,9 -> D436
AGE
AGE
AGE
466 Rwanda’s Improved Services for Vulnerable Populations Project
D435 Which method are you using? 
CIRCLE ALL MENTIONED
FEMALE STERILIZATION 
MALE STERILIZATION 
IUD
INJECTABLES 
IMPLANTS/JADELLE 
PILL 
CONDOM 
FEMALE CONDOM 
DIAPHRAGM 
FOAM/JELLY 
LACTATIONAL AMEN. METHOD 
RHYTHM METHOD 
STANDARD DAYS METHOD 
WITHDRAWAL 
OTHER MODERN METHOD 
OTHER TRADITIONAL METHOD 
A
B
C
D
E
F
G
H
I
J
K
L
M
N
X
Y
D436
FOR THOSE YOUTH WHO HAVE EITHER A 
CAREGIVER OR ISLG MEMBER QRE, VERIFY 
CURRENT MARITAL STATUS AND RECORD HERE
What is your current marital status?
Married
Cohabiting (but not married)
Never been married
Divorced or separated
Widowed
Refused
1
2 
=>D438
3 
=>D439
4
5
9 
=>D439
D437
How old were you when you first got married? 
D438
How old were you when you first started 
cohabitating?
D439
Do you know of a place where a person can get 
condoms?
Yes No DK/Not Sure Refuse 
 1 2 8 9
If 2,8,9 => D501
D440
Where is that? 
Any other place? 
PROBE to identify 
each type of source.
CIRCLE ALL 
MENTIONED 
Public sector
Referral Hospital
District Hospital
Health Center
Health Post
Outreach 
Community Health 
Worker
Other public facility, 
specify_____ 
Private medical sector
Polyclinic
Clinic
Dispensary
A
B
C
D
E
F
G
H
I
J
Pharmacy 
Family Planning Clinic
Other Private Medical 
Facility, specify__________
Other source
Kiosk
Traditional birth attendant
Friend/Relative
Church
Other, specify ______
Refuse
K
L
M
 N
 O
 P
 Q
 X
 Z
--- END OF SECTION ---
AGE
AGE
End Line Data Collection Report for an Impact Evaluation 467
SECTION D5. GENDER NORMS AND RELATIONSHIP DYNAMICS
Interviewer script: We would now like to ask you some questions about 
relationships between men and women. For each statement, please tell us if you 
agree a lot, somewhat agree, or do not agree at all with the statement.
Agree a lot
Somewhat 
agree
Do not 
agree at 
all
Violence Domain
D501 There are times when a woman deserves to be beaten.
D502 A woman should tolerate violence to keep her family together.
D503 A wife who earns more than her husband provokes violence.
Sexuality
D504 Men are always ready to have sex.
D505 Men need sex more than women do.
D506 You don’t talk about sex, you just do it.
Masculinities
D507 A man is less of a man if he earns less than his wife.
D508 To be a man, you need to be tough.
D509 Men should be embarrassed if unable to get an erection.
D509A If someone insults me, I will defend my reputation, with force if I have to
Reproductive Health
D510 It is a woman’s responsibility to avoid getting pregnant.
D511 Men should be outraged if their wives/partners ask them to use a condom.
Gender roles
D512 Changing diapers, giving a bath, and feeding kids is the mother’s responsibility.
D513 A woman’s most important role is taking care of her home and family.
D514 A man should have the final word about decisions in his home.
468 Rwanda’s Improved Services for Vulnerable Populations Project
Enumerator: It is important that you carry out the remainder of this module in a private room or private 
location away from other people so that others cannot hear the questions or her responses. If privacy is 
compromised during this module (for example, another family member enters the room), you should stop 
asking questions until privacy is re-established. In addition, if the participant becomes distraught or sad during 
these questions, you should pause and ask if she/he is okay. Also ask if she/he would like to continue with 
the interview, to pause momentarily, skip these questions, or skip to the next section. 
Now we would like to ask you questions about some important aspects of a young person’s life. I would like to ask you 
some questions about violence. I want to reassure you that any information you share with me is private. I will not 
share it with your caregiver, any family member, or anyone else in your house or community. I will not share it with 
another staff person at the research unit unless it suggests that there may be immediate harm to you or to someone 
else. However, there is still a risk that your family could find out that you participated in answering these questions. If 
you think there is any danger for you to answer these questions, please do let us know. If you do feel sad or 
uncomfortable, or you want some help, I can give you contact information for groups or services that help people when 
they are having difficulties with their caregivers, other family members, or anyone else.
May I continue?
D515 Have you ever seen your caregiver slap, punch, 
kick or otherwise hurt another child in your 
home?
1 Yes
2 No→ D517
9 REFUSED
D516 Have you seen your caregiver slap, punch, kick 
or otherwise hurt another child in your home in 
the last 12 months?
1 Yes
2 No
9 REFUSED
D517 Have you ever seen another adult in your house 
slap, punch, kick or otherwise hurt another child 
in your home?
1 Yes
2 No→ D519
9 REFUSED
D518 Have you seen another adult in your house slap, 
punch, kick or otherwise hurt another child in 
your home in the last 12 months?
1 Yes
2 No
9 REFUSED
D519
Has a parent, adult caregiver, or other adult 
relative ever:
Yes No DK/Not Sure Refuse 
D519.1 u) Punched, kicked, whipped, or beat you with 
an object?
 1 2 8 9 
D519.2 v) Choked, smothered, tried to drown you, or 
burned you intentionally?
 1 2 8 9
D519.3 w) Used or threatened you with a knife, gun, 
or other weapon?
 1 2 8 9
IF ANY YES TO D519.1, D519.2, D519.3, 
CONTINUE
IF ALL ANSWERS IN D519.1, D519.2, D519.3 ARE 
NO/DK/REFUSED, SKIP TO D526
D520
Now think about the last time this happened.
Did this happen in the last 12 months?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
End Line Data Collection Report for an Impact Evaluation 469
D521
Thinking of all of these experiences, how 
old were you the last time this happened?
0 to 5 years 1
6 to 11 years 2
12 to 17 years 3
18 or older 4
Don’t know 8
Refused 9
D522
The parent, adult caregiver or adult relative 
who did this to you the last time, what was 
this person’s relationship to you?
Father 1
Step father 2
Brother 3
Step brother 4
Uncle 5
Mother 6
Step Mother 7
Sister 8
Step sister 9
Aunt 10
Other male relative/caregiver 11 
Other female relative/caregiver 12 
Don’t know 88
Refused 99
D523
Did this parent, adult caregiver, or adult relative 
live within the same household as you when this 
last time occurred?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
D524 The last time this parent, adult caregiver or adult 
relative did this to you, where did it occur?
MY HOME 1
PERPETRATOR’S HOME 2
SOMEONE ELSE’S HOME 3
ON A ROAD/STREET 4
MARKET/SHOP 5
SCHOOL 6
INSIDE A CAR/BUS 7
LAKE, RIVER, OTHER BODY OF WATER 8
FIELD OR OTHER NATURAL AREA 9
BAR/RESTAURANT/DISCO/CLUB 10
OTHER LOCATION (SPECIFY):__________ 66
DON’T KNOW 88
REFUSED 99
D525
The last time this parent, adult caregiver, or 
adult relative did this to you, what time of day 
did it occur?
MORNING (SUNRISE TO NOON) 1
AFTERNOON (NOON TO SUNSET) 2
EVENING (SUNSET TO MIDNIGHT) 3
LATE AT NIGHT (MIDNIGHT-SUNRISE) 4
DON’T KNOW 8
REFUSED 9
D526
The next questions are about adults who are in 
your community. This includes adults such as 
teachers, police, employers, religious or 
community leaders, neighbors, or other adults 
you don't know. Remember, you can ask to skip 
any
question that you do not want to answer.
Have one of these people ever:
Yes No DK/Not Sure Refuse 
D526.1 a) Punched, kicked, whipped, or beat you 
with an object?
1 2 8 9 
470 Rwanda’s Improved Services for Vulnerable Populations Project
D526.2 b) Choked, smothered, tried to drown you, 
or burned you intentionally?
1 2 8 9 
D526.3 c) Used or threatened you with a knife, 
gun, or other weapon?
1 2 8 9 
IF ANY YES TO D526.1, D526.2, D526.3, CONTINUE ALL ANSWERS TO D526.1, D526.2, D526.3 ARE 
NO/DK/REFUSED, SKIP TO INTRODUCTION TO SEXUAL 
VIOLENCE PARAGRAPH
D527
Now think about the last time this happened.
Did this happen in the last 12 months?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
D528
Thinking of all of these experiences, how old were 
you the last time this happened?
0 to 5 years 1
6 to 11 years 2
12 to 17 years 3
18 or older 4
Don’t know 8
Refused 9
D529
The adult in the community who did this to you 
the last time, what was this person's relationship 
to you?
MALE TEACHER 1
MALE POLICE/ SECURITY PERSON 2
MALE EMPLOYER 3
MALE COMMUNITY LEADER 4
MALE RELIGIOUS LEADER 5
MALE NEIGHBOR 6
MALE HOUSEHELP 7
FEMALE TEACHER 8
FEMALE POLICE/ SECURITY PERSON 9
FEMALE EMPLOYER 10
FEMALE COMMUNITY LEADER 11
FEMALE RELIGIOUS LEADER 12
FEMALE NEIGHBOR 13
FEMALE HOUSEHELP 14
OTHER MALE 66
OTHER FEMALE 77
DON'T KNOW/ DECLINED 99
D530 The last time the adult in the community did this 
to you, where did it occur?
MY HOME 1
PERPETRATOR’S HOME 2
SOMEONE ELSE’S HOME 3
ON A ROAD/STREET 4
MARKET/SHOP 5
SCHOOL 6
INSIDE A CAR/BUS 7
LAKE, RIVER, OTHER BODY OF WATER 8
FIELD OR OTHER NATURAL AREA 9
BAR/RESTAURANT/DISCO/CLUB 10
OTHER LOCATION (SPECIFY):__________ 66
DON’T KNOW 88
REFUSED 99
D531 The last time the adult in the community did this 
to you, what time of day did it occur?
MORNING (SUNRISE TO NOON) 1
AFTERNOON (NOON TO SUNSET) 2
EVENING (SUNSET TO MIDNIGHT) 3
LATE AT NIGHT (MIDNIGHT-SUNRISE) 4
DON’T KNOW 8
DECLINED 9
Youth may experience unwanted sexual contact by people they know well, such as a romantic partner, family member
or friend, or by strangers. Your answers are confidential and you can skip any questions that you don’t feel
comfortable answering.
End Line Data Collection Report for an Impact Evaluation 471
D532
How many times in your life have you been
physically forced to have sex?
NEVER/NONE
ONCE/ONE TIME
2 TIMES OR MORE
DON’T KNOW/DECLINED
0 →D538
1
2
9
D533 Now think about the last time this happened.
Did this happen to you within the past 12 
months?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
D534
How old were you the last time this happened? YEARS OLD:___________
DK/NOT SURE 88
REFUSE 99
Of these people who physically forced you to have sex this last time, think of the person you know best for the 
following questions:
D535
What was this person’s relationship with 
you?
MALE
BOYFRIEND/ROMANTIC PARTNER.
HUSBAND
FATHER
STEP FATHER
BROTHER
UNCLE
MALE CLASSMATE/SCHOOLMATE
MALE TEACHER
MALE POLICE/ SECURITY PERSON.
MALE EMPLOYER
MALE NEIGHBOR
MALE LOCAL/RELIGIOUS LEADER.
MALE FRIEND
MALE STRANGER
MALE HOUSEHELP
OTHER MALE (SPECIFY) ____________
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
FEMALE
GIRLFRIEND/ROMANTIC PARTNER
WIFE...
MOTHER
STEP MOTHER
SISTER...
AUNT
FEMALE CLASSMATE/SCHOOLMATE
FEMALE TEACHER
FEMALE POLICE/ SECURITY PERSON
FEMALE EMPLOYER
FEMALE NEIGHBOR....
FEMALE LOCAL/RELIGIOUS LEADER
FEMALE FRIEND
FEMALE STRANGER.........
FEMALE HOUSEHELP..........
OTHER FEMALE (SPECIFY)
______________________
DON’T 
KNOW/DECLINED...........................
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
99
D536 Where were you when this happened to you the 
last time?
MY HOME 1
PERPETRATOR’S HOME 2
SOMEONE ELSE’S HOME 3
ON A ROAD/STREET 4
MARKET/SHOP 5
SCHOOL 6
INSIDE A CAR/BUS 7
LAKE, RIVER, OTHER BODY OF WATER 8
FIELD OR OTHER NATURAL AREA 9
BAR/RESTAURANT/DISCO/CLUB 10
472 Rwanda’s Improved Services for Vulnerable Populations Project
OTHER LOCATION (SPECIFY):__________ 66
DON’T KNOW 88
REFUSED 99
D537 What time of day did it occur?
MORNING (SUNRISE TO NOON) 1
AFTERNOON (NOON TO SUNSET) 2
EVENING (SUNSET TO MIDNIGHT) 3
LATE AT NIGHT (MIDNIGHT-SUNRISE) 4
DON’T KNOW 8
REFUSED 9
D538
How many times in your life has someone 
pressured you to have sex through harassment, 
threats or tricks and did succeed? 
NEVER/NONE 
ONCE
2 TIMES OR MORE_
DON’T KNOW/DECLINED
0 →
D544
1
2
9
D539
Now think about the last time this happened.
Did this happen to you within the past 12 
months?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
D540
How old were you the last time this happened?
YEARS OLD:__________
DON’T KNOW/DECLINED......................99
Of the people who pressured you to have to have sex when you did not want to this last time, think of the person you 
know the best for the following questions:
D541
What was this person’s relationship 
with you?
MALE
BOYFRIEND/ROMANTIC PARTNER.
HUSBAND
FATHER
STEP FATHER
BROTHER
UNCLE
MALE CLASSMATE/SCHOOLMATE
MALE TEACHER
MALE POLICE/ SECURITY PERSON.
MALE EMPLOYER
MALE NEIGHBOR
MALE LOCAL/RELIGIOUS LEADER.
MALE FRIEND
MALE STRANGER
MALE HOUSEHELP
OTHER MALE (SPECIFY) ____________
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
FEMALE
GIRLFRIEND/ROMANTIC PARTNER
WIFE...
MOTHER
STEP MOTHER
SISTER...
AUNT
FEMALE CLASSMATE/SCHOOLMATE....
FEMALE TEACHER
FEMALE POLICE/ SECURITY PERSON
FEMALE EMPLOYER
FEMALE NEIGHBOR....
FEMALE LOCAL/RELIGIOUS LEADER...
FEMALE FRIEND
FEMALE STRANGER.........
FEMALE HOUSEHELP..........
OTHER FEMALE (SPECIFY)
______________________
DON’T
KNOW/DECLINED.............................................
.....
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
99
D542 Where were you when this happened to you the 
last time?
MY HOME 1
PERPETRATOR’S HOME 2
SOMEONE ELSE’S HOME 3
ON A ROAD/STREET 4
MARKET/SHOP 5
End Line Data Collection Report for an Impact Evaluation 473
SCHOOL 6
INSIDE A CAR/BUS 7
LAKE, RIVER, OTHER BODY OF WATER 8
FIELD OR OTHER NATURAL AREA 9
BAR/RESTAURANT/DISCO/CLUB 10
OTHER LOCATION (SPECIFY):__________ 66
DON’T KNOW 88
REFUSED 99
D543 What time of day did it occur?
MORNING (SUNRISE TO NOON) 1
AFTERNOON (NOON TO SUNSET) 2
EVENING (SUNSET TO MIDNIGHT) 3
LATE AT NIGHT (MIDNIGHT-SUNRISE) 4
DON’T KNOW 8
REFUSED 9
D544
Skip to D551 if all answers for D519.1-3, D526.1-
3, D532, and D538 are No, Never/none, 
DK/Refuse/Declines
D545
Thinking about all these experiences with 
parents, other adults, romantic partners and 
people within your age range that we just 
discussed, did you ever have to miss school 
because of what happened?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
D546 Did you abandon school? Yes No DK/Not Sure Refuse 
 1 2 8 9 
D547
Did you know a hospital/clinic, One Stop 
centers, police station, hotline, helpline, social 
welfare authority, or legal office, or other places 
to go for help?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
2,8,9→D551
D548 Did you try to seek help from any of these places 
for any of these experiences?
Yes No DK/Not Sure Refuse 
 1 2 8 9 
2 → D550
8,9→D551
D549
Which place did you try to seek services?
CHOOSE ALL THAT APPLY
HOSPITAL/CLINIC
ONE STOP CENTRE..
POLICE STATION
HOTLINE/HELPLINE
SOCIAL WELFARE AUTHORITY
LEGAL OFFICE
OTHER/SPECIFY:__________
DON’T KNOW/DECLINED....
A ALL
B SKIP
C TO
D D551
E
F
X
Z
D550
What was the main reason you did not try to 
seek help from hospital/clinic, One Stop centers, 
police station, hotline, helpline, social welfare 
authority, legal office, or other places?
AFRAID OF GETTING IN TROUBLE.....
ASHAMED/EMBARRASSED FOR
SELF/FAMILY............................................
COULD NOT AFFORD SERVICES..........
COULD NOT REACH SERVICES............
DEPENDENT ON PERPETRATOR..........
PERPETRATOR THREATENED ME.......
DID NOT THINK IT WAS A PROBLEM..
FELT IT WAS MY FAULT........................
AFRAID OF BEING ABANDONED.........
DID NOT NEED/WANT SERVICES.........
1
2
3
4
5
6
7
8
9
10
11
474 Rwanda’s Improved Services for Vulnerable Populations Project
UNSATISFACTORY/NEGATIVE PRIOR
EXPERIENCE WITH SERVICES..............
OTHER (SPECIFY):__________________
DON’T KNOW/DECLINED.........
66
99
D551 Now, we’d like to know if any of these situations 
described have ever happened to you in your life.
Have you ever seen your caregiver be slapped, 
punched, kicked or otherwise hurt by a spouse, 
boyfriend, or girlfriend?
1 Yes
2 No → D553
9 REFUSED
D552 Have you seen your caregiver be slapped, 
punched, kicked or otherwise hurt by a spouse, 
boyfriend or girlfriend in the last 12 months?
1 Yes
2 No
9 REFUSED
D553 Have you ever seen your caregiver be slapped, 
punched, kicked or otherwise hurt by someone 
else in the home?
1 Yes
2 No→ SECTION D6
9 REFUSED
D554 Have you seen your caregiver be slapped, 
punched, kicked or otherwise hurt by someone 
else in the home in the last 12 months?
1 Yes
2 No
9 REFUSED
--- END OF SECTION ---
SECTION D6. ACCESS TO HEATH SERVICES, HIV PREVENTION, CARE & SUPPORT
We have arrived at the last section of the questionnaire. We are almost finished. Thank you very 
much for your participation so far.
Filter: IS THE YOUTH THE SAME AS THE RESPONDENT TO THE HOUSEHOLD SURVEY, A CAREGIVER OR ISLG MEMBER?
NO YES D602
End Line Data Collection Report for an Impact Evaluation 475
476 Rwanda’s Improved Services for Vulnerable Populations Project
D601 I am going to read out a list of items and services. 
Please tell me if you or anyone else in your 
household has received or accessed any of these 
items or services in the last 6 months.
SERVICE
ANSWER CATEGORIES
IF RESPONDENT LINE 
NUMBER 201-220 OR 
401-420 ASK: 
Did you receive this 
service or someone else 
in the household?
D601.1 HIV test YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH 
1
2
3
D601.2 Farmer Field School YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.3 Free Small Livestock YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.4 Free seed YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.5 Nutritional advice in caring for your children YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
End Line Data Collection Report for an Impact Evaluation 477
D601.6 Free food YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.7 Information on how to prevent HIV and 
other sexually transmitted infections
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.8 Information on family planning and/or birth 
spacing
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.9 Training on Early Childhood Development YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.10 Livelihood training/income generation YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.11 Community savings/lending group YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
478 Rwanda’s Improved Services for Vulnerable Populations Project
D601.12 Life skills training YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.13 Vocational training scholarships YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.14 Workforce readiness training YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.15 Psychosocial support from a home visitor or 
social worker
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.16 Free school supplies or a school uniform YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.17 Birth registration support YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
End Line Data Collection Report for an Impact Evaluation 479
D601.18 Mosquito nets YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.19 Information on child protection YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.20 Nutrition messaging for pregnant or 
lactating women
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.21 One Stop (GBV center) YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.22 Information on sexual and reproductive 
health and rights 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.23 Information on hygiene (e.g. safe water, 
hand washing)
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
480 Rwanda’s Improved Services for Vulnerable Populations Project
D601.24 Information on positive masculinity and 
gender equity 
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.25 Umugoroba w’ababyeyi (parental evenings) YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.26 HIV treatment and care YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.27 Advice on childhood immunization YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.28 Positive parenting YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.29 Growth monitoring for children YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
End Line Data Collection Report for an Impact Evaluation 481
D601.30 Free condoms YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.31 Parent-child communication on sexual 
health and sexual behavior
YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
D601.32 Mentorship program YES
NO
DK
REFUSE
1
2 => NEXT 
SERVICE
8 => NEXT 
SERVICE
9 => NEXT 
SERVICE
RESPONDENT 
SOMEONE ELSE IN 
HOUSEHOLD
BOTH
1
2
3
--- END OF SECTION ---
RESPONSE PLAN CHECKLIST:
DID RESPONDENT TELL YOU ABOUT/DISCLOSE ANY VIOLENCE IN THE LAST 12 MONTHS?
__YES
__ NO
DID THE RESPONDENT SHOW ANY SIGNS OF BEING UPSET AT ANY POINT DURING THE VIOLENCE
MODULE OR ANY OTHER CONVERSATION RELATED TO ABUSE, E.G. BEING TEARFUL, ANGRY, SAD,
SHAKING BODY, DIFFICULTY IN BREATHING ETC.?
 __YES
 __ NO
DID THE RESPONDENT TELL YOU THAT HE/SHE IS IN IMMEDIATE DANGER? 
__YES
__NO
DID THE RESPODENT TELL YOU ABOUT FEELING UNSAFE IN CURRENT LIVING SITUATION OR ASK FOR
HELP WITH CURRENT OR PAST EXPERIENCES OF VIOLENCE AT ANY POINT DURING INTERVEW?
__YES
__ NO
482 Rwanda’s Improved Services for Vulnerable Populations Project
IF NO WAS SELECTED FOR ALL OF THE ABOVE AND THE RESPONDENT DID NOT DISCLOSE ANY
VIOLENCE, CONTINUE TO FINISH OPTION 1. 
IF YES WAS SELECTED FOR ANY OF THE ABOVE, CONTINUE TO FINISH OPTION 2. 
FINISH OPTION 1: RESPONDENT DID NOT MEET ANY RESPONSE PLAN CRITERIA
I would like to thank you very much for helping me. I appreciate the time that you have taken. I
realize that these questions may have been difficult for you to answer, but it is only by listening to
children and young people like you that we can really understand about the health and life
experiences of children and young people in Rwanda.
Sometimes the questions I have asked might remind you of times when you, or people you know,
have experienced difficulties in life and you may think that you would like to talk to someone about
this. This might be now or at any time in the future. I have a list of organizations here that provide
various types of services that may be of interest to you. Please contact them if you need help or wish
to find out more information about what they offer. You can contact them whenever you would like
to.
FINISH OPTION 2: RESPONDENT MET ONE OR MORE RESPONSE PLAN CRITERIA
I would like to thank you very much for helping me. I appreciate the time that you have taken. I
realize that these questions may have been difficult for you to answer, but it is only by listening to
children and young people like you that that we can really understand about the health and
experiences of children and young people in Rwanda.
From what you have told me, I understand that you have experienced some very difficult times in
your life. No one has the right to treat someone else in that way and you also have the right to
receive protection and support when you need it. You are not alone. As part of the research we are
doing, we care about the welfare of the people we interview and are committed to making sure that
support and help is offered and provided.
There may be a time when you may like to talk to someone about your experiences. This might be
now or at any time in the future. I have a list of organizations and clinics here that provide various
types of services that may be of interest to you, as they provide support, health care, legal advice
and listening and social work services to people like you who may have experienced different kinds
of violence. Please contact them if you want to talk about your experiences, need help or wish to
find out more information about what they offer. You can contact them whenever you feel ready,
either soon or later on.
I also understand that it may be very difficult to ask for help when you need it. If you wish, I can put
you in contact with a social worker who is specially trained to listen and support people with
problems similar to the ones you have told me about. Sometimes having someone listen to your
thoughts and feelings can be very helpful to relieve stress and help you decide what you need to do.
There are also other services in this area that offer support and a social worker could talk about
them with you and what they provide, and help put you in touch with these organizations if you
wish.
End Line Data Collection Report for an Impact Evaluation 483
If I put you in touch with a social worker, I will only share with that person the information you want
to share. As I explained at the beginning, your answers are confidential.
D602. I have come to the end of my questions. Thank you for participating in this interview! Is there anything 
you would like to add or ask us?
D603 DATE INTERVIEW COMPLETED 
(dd/mm/20yy)
[__ __ /__ __ /2 0 __ __ ]
D604 TIME INTERVIEW COMPLETED 
(dd/mm/20yy)
[_____|_____:_____|______]
D605 INTERVIEWER NOTES
484 Rwanda’s Improved Services for Vulnerable Populations Project
Youth Survey: Kinyarwanda Translation
Table of Contents
IGIKA A. IBIRANGO BY’URUGO......................................................................................................................................................................................................... 485
IGIKA C. AMAKURU KU MATEKA Y’UBAZWA...................................................................................................................................................................................... 486
IGIKA D. UBUSHAKASHATSI KU RUBYIRUKO (IMYAKA 10-17) .............................................................................................................................................................. 488
IGICE CYA D1. IMIRIMO YO MU RUGO N’ AKAZI............................................................................................................................................................................. 488
IGICE CYA D3. UBUZIMA, GUFASHA NO KUBUNGABUNGA/KURINDWA ........................................................................................................................................... 491
IGICE CYA D4. UBUMENYI KURI VIRUSI ITERA SIDA, IMICO N’ IMYITWARIRE KU MIBONANO MPUZABITSINA ..................................................................................... 492
IGICE CYA D5. UBURINGANIRE/UBWUZUZANYE BW’ABAGABO N’ABAGORE .................................................................................................................................... 500
IGICE CYA D6. KWEGEREZWA IBIKORWA BY’UBUVUZI, KWIRINDA VIRUSI ITERA SIDA, KWITABWAHO NO GUFASHWA ....................................................................... 512
End Line Data Collection Report for an Impact Evaluation 485
IGIKA A. IBIRANGO BY’URUGO
IRB Study Number |_________|
A001 INTARA
A002 AKARERE
A003 UMURENGE
A004 AKAGARI
A005 UMUDUGUDU
A006 INOMERO IRANGA URUGO
A008 INOMERO Y’URUBYIRUKO IGARAGARA KU RUTONDE RW’ABAGIZE 
URUGO
486 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA C. AMAKURU KU MATEKA Y’UBAZWA
Reka dutangire unyibwira muri macye 
No. Ibibazo kode z’ibisubizo Simbuka
C101 Andika igitsina cy’umwana
Gabo
Gore
Ibindi, sobanura _____________
Yanze gusubiza
1
2
6
9
C102
NIBA UMUNTU URI MU KIGERO CY’URUBYIRUKO (URUBYIRUKO) 
ARI NAWE URERA UMWANA NA/CYANGWA 
UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO 
KUGURIZANYA, REBA UKWEZI N’UMWAKA YAVUKIYEHO UBUNDI 
UBYANDUKURE HANO.
Wavutse mu kuhe kwezi, mu wuhe mwaka?
(NIBA ICYEMEZO CYE CY’AMAVUKO MWAKIBONYE MU IBAZWA 
RY’URERA UMWANA, ANDUKURA UKWEZI N’UMWAKA 
YAVUTSEHO BIGARAGARA KU IBAZWA RY’URERA UMWANA 
(F107 KU RUBYIRUKO RW’IMYAKA 10-17). NIBA BITAZWI, 
MUSABE AGERERANYE
UKWEZI
UMWAKA
C103
Andika/Emeza imyaka y’urubyiruko. NIBA URUBYIRUKO ARI 
NAWE URERA UMWANA /CYANGWA UMUNYAMURYANGO 
W’ITSINDA RYO KUZIGAMA NO KUGURIZANYA, REBA IMYAKA 
UBUNDI UYANDUKURE HANO.
Nyibutsa, harya ku isabukuru yawe y’amavuko iheruka wari ufite 
imyaka ingahe?
EMEZA UKWEZI N’UMWAKA YAVUTSEMO MURI C102 
HANYUMA UKOSORE NIBA ARI NGOMBWA. NTUHASIGE 
HADASUBIJE. NIBA BITAZWI, MUSABE AGERERANYE
IMYAKA
End Line Data Collection Report for an Impact Evaluation 487
URERA UMWANA W’IBANZE NI UMUNTU USHINZWE KUMUGABURIRA, KUMWAMBIKA, NO KUMWITAHO. NTIYAGOMBYE KUBA 
UMUNTU UTANGA GUSA INKUNGA Y’AMAFRANGA, KERETSE IGIHE UWO MUNTU ARAMUTSE ARIWE UNITA KU MWANA 
BY’IBANZE. NTIBIKENEWE KO ABA ARI UMUBYEYI (PAPA/MAMA) CYANGWA UMUTWARE W’URUGO.
C104
Ninde se ukurera w’ibanze?
NTUMUSOMERE IBISUBIZO. ANDIKA IGISUBIZO CYA MBERE 
AGUHA GUSA
Nyina bwite
Se bwite
Mukase/Nyina bitari bwite
Umugabo wa nyina/Se bitari bwite
Mushiki we 
Musaza we
Nyirasenge/Nyina wabo
Se wabo/Nyirarume
Nyirakuru
Sekuru
Utari uwo mu muryango/Igitsina gore 
Utari uwo mu muryango/Igitsina gabo
We ubwe
Undi_______________
1
2
3
4
5
6
7
8
9
10
11
12
13
66
--- IGIKA KIRARANGIYE---
488 Rwanda’s Improved Services for Vulnerable Populations Project
IGIKA D. UBUSHAKASHATSI KU RUBYIRUKO (IMYAKA 10-17)
IGICE CYA D1. IMIRIMO YO MU RUGO N’ AKAZI
No. Ibibazo Kode z’ibibazo SIMBUKA
D101 Ujya rimwe na rimwe ukora imirimo yo mu rugo 
cg y’ ubuhinzi/bworozi, cg ukita ku bagize urugo 
rwanyu?
Yego
Oya
Ntabizi
Yanze gusubiza
1
2
8
9
2=>D104
8=>D104
9=>D104
D102
Ni iyihe mirimo yo mu rugo cg y’ 
ubuhinzi/bworozi ujya ukorera umuryango 
wawe? Hari iyindi?
SHYIRA MU RUZIGA IBISUBIZO BYOSE 
AGUHAYE
Guteka
Kuvoma
Gusukura inzu/umusarane
Kumesa imyenda, ibiringiti
Kurera abana
Kwita ku bantu bakuru baba mu rugo
A
B
C
D
E
F
Gutera/gusarura imyaka Kugaburira, 
kuragira amatungo
Ibindi_____________
Simbizi
Yanze gusubiza
G
H
X
Y
Z
D103
Ni igihe kingana iki umara ku munsi ukora ako 
kazi ko mu rugo cg k’ ubuhinzi/bworozi?
Munsi y’isaha 1
Isaha 1-2
Amasaha 3-4
Arenza amasaha 4/hafi umunsi wose
Biterwa / iminsi yose ntisa
1
2
3
4
5
D104
Uretse iyo mirimo yo mu rugo iwanyu, waba 
hari akandi kazi ukora hanze y’urugo rwanyu?
Yego
Oya
1
2 2=> D109
End Line Data Collection Report for an Impact Evaluation 489
No. Ibibazo Kode z’ibibazo SIMBUKA
D105
Ni ubuhe bwoko bw’akazi ujya ukora rimwe na 
rimwe hanze y’ urugo rwanyu? Nta kandi??
NIBIBA NGOMBWA UMUHE INGERO MU 
BISUBIZO USOMA HANO
SHYIRA MU RUZIGA IBISUBIZO BYOSE 
AGUHAYE
Gucuruza ibintu ugendana (abazunguzayi)
Kugurisha ibiribwa ku isoko
Gukorera abandi imirimo yo mu rugo 
Gukorera abandi imirimo y’ ubuhinzi/bworozi
Kwikorera imizigo yahashywe/Gufasha 
abacuruzi/abaguzi
Kubaka
Kudoda
Ubukanishi
Pulanto/intumwa yo mu biro
Kurima/Guhinga mu mirima
A
B
C
D
E
F
G
H
I
J
Kuragira amatungo
Gukora mu mirima yawe
Gucuruza 
uduconsho/umudandaza
Kuranguza 
 Umucukuzi w’amabuye y’agaciro
Gutashya inkwi /Gutwika 
amakara
Kwenga
Ubukorikori
Kuroba
Ibindi__________
K
L
M
 
 N
O
P
Q
R
S
X
No. IBIBAZO KODE Z’IBISUBIZO GUSIMBUKA
D106
Iyo mirimo yindi uyikora kangahe?(Ndavuga itari 
iy’iwanyu mu rugo cg mu mirima y’iwanyu)?
SOMA IBISUBIZO BISHOBOKA
Buri munsi / iminsi hafi ya yose 1 1=>D107
Ibisigaye byose jya kuri D108
Inshuro nyinshi mu cyumweru 2
Rimwe mu cyumweru 3
Rimwe na rimwe 4
D107 Ni igihe kingana gute umara ukora aka kazi ku munsi?
Munsi y’isaha 1
Isaha 1-2
Amasaha 3-4
Arenza amasaha 4
Biterwa / iminsi yose ntisa
1
2
3
4
5
490 Rwanda’s Improved Services for Vulnerable Populations Project
No. IBIBAZO KODE Z’IBISUBIZO GUSIMBUKA
D108
Waba hari amafaranga wahembwe kuri nibura umwe 
muri iyo mirimo ukora?
Yego
Oya
1
2
D109
Ni iki kindi ukora ngo ubone amafaranga?
SHYIRA MU RUZIGA IBISUBIZO BYOSE AGUHAYE
NIBA AGARAGAJE UMURIMO, SUBIRA KURI D105-
109
Ntacyo
Gusabiriza
Ibindi: __________________________
Y
A
X
HITAMO
REBA IBISUBIZO BYO KURI D108 NA D109: 
USUBIZA ABONA AMAFRANGA KU USUBIZA NTABONA AMAFRANGA
BURYO UBWO ARIBWO BWOSE (D108=2 NA D109=Y)
(D108=1 CYANGWA D109=A,X) D111 
D110
Amafaranga ukorera uyakoresha iki?
Nta kindi?
SHYIRA MU RUZIGA IBISUBIZO BYOSE AGUHAYE
Ayaha ababyeyi/abamurera
Yishyura amafaranga y’ishuli rye/minerivali
Yishyurira amafaranga y’ishuli/ minerivali abandi
Nyagura ibiryo byanjye
Nyagura inzoga
Nyagura ibyo nkenera 
Ndayazigama
Ibindi__________________________
Ntabizi
Yanze gusubiza
A
B
C
D
E
F
G
X
Y
Z
End Line Data Collection Report for an Impact Evaluation 491
No. IBIBAZO KODE Z’IBISUBIZO GUSIMBUKA
D111
Mu mezi 6 ashize, waba hari akandi kazi gashyashya 
watangiye hanze y’ urugo rwanyu? Harimo n’ 
imirimo wigengaho/wikorera;
Yego
Oya
Yanze gusubiza
1
2 => D201
9=> D201
D112
Aka kazi gashyashya kaba hari icyo karusha ako 
wakoraga mbere?
“AKARUSHO” BITERWA N’UKO USUBIZA ABIBONA
Yego
Oya
Nta kazi yigeze mu minsi ishize
Ntabizi
Yanze gusubiza
1
2
3
8
9
D113 Ubu waba urimo ushakisha akazi?
Yego
Oya
Yanze gusubiza
1
2
9
D114 Utekereza ko ufite ubumenyi bihagije kugirango 
ubone akazi
Yego
Oya
Yanze gusubiza
1
2
9
--- IGIKA KIRARANGIYE---
IGICE CYA D3. UBUZIMA, GUFASHA NO KUBUNGABUNGA/KURINDWA
UBAZA: Ni ingirakamaro kubaza ibibazo bisigaye mu cyumba cy’ibanga cyangwa ahantu h’ ibanga kure y’aho abandi bantu badashobora kumva ibibazo 
cyangwa ibisubizo. Igihe ibanga ritubahirijwe/ribangamiwe muri iki IGIKA (nk’urugero, undi muntu wo mu muryango yinjiye mu cyumba), ugomba 
guhagarika kubaza ibibazo kugeza igihe ibanga ubona risubiye mu buryo. Ikindi cyongeyeho, igihe uwitabiriye ikiganiro atwawe n’ ibitekerezo cyangwa 
atishimye muri ibi bibazo, ugomba gufata akaruhuko kandi ukamubaza niba yumva ameze neza. Nanone kandi baza niba ashaka gukomeza ibazwa, 
gufata akaruhuko bitewe n’igihe, simbuka ibi bibazo, cyangwa simbukira ku gika gikurikira
Ubu noneho nifuza kukubaza ibibazo birebana n’ ubuzima bwawe n’imibereho yawe. Ngiye kukubaza ibibazo bike ku bantu mubanye mu buzima bwawe. 
Urasubiza Yego cg Oya. Ntabwo tubaza amazina yabo.
492 Rwanda’s Improved Services for Vulnerable Populations Project
No. Ibibazo Kode z’ibisubizo
D301 Hari umuntu ufite mu buzima bwawe wiyambaza uramutse ufite ibibazo byawe bwite?
Yego Oya
1 2
D302 Waba ufite umuntu mu buzima bwawe ugufasha mu mirimo ya buri munsi iyo urwaye? 1 2
D303 Waba hari umuntu ufite mu buzima bwawe ujya akwereka urukundo cg ko akwitaho? 1 2
D304 Waba hari umuntu ufite mu buzima bwawe mugirana ibihe bigushimisha? 1 2
--- IGIKA KIRARANGIYE---
IGICE CYA D4. UBUMENYI KURI VIRUSI ITERA SIDA, IMICO N’ IMYITWARIRE KU MIBONANO MPUZABITSINA
Tugiye gusoza,mfite ibibazo bike kuri virusi itera SIDA
N Ibibazo Kode z’Ibisubizo
D401
Haba hari uwakuganirije cyangwa waba yarakwigishije ibijyanye n’imikurire y’ abana?
MUSOBANURIRE: UBURYO IMIBIRI Y’ABANA IGENDA IHINDUKA UKO BAKURA? (UBUGIMBI CG 
UBWANGAVU)
Yego
Oya
1
2=>D403
D402
Ninde wakuganirije uburyo abana bakura mu 
gihagararo no mu mubiri? 
Nta wundi wabikuganirijeho?
SHYIRA MU URUZIGA IBISUBIZO BYOSE 
AGUHAYE
Nyina (umubyara cg umurera)
Ise (umubyara cg umurera)
Ba sekuru na nyirakuru
Nyirasenge/Nyinawabo
Se wabo/Nyirarume
Mukuru we/mushiki we
A
B
C
D
E
F
Mukuru we/ musaza we
Inshuti
Umuturanyi
Mwarimu
Abandi
Ntabizi
Yanze
G
H
I
J
X
Y
Z
D403 Haba hari uwigeze akuganiriza cyangwa aguhugura ku ibijyanye n’ imibonano mpuzabitsina 
cg ku ibindi bijyanye nayo?
Yego
Oya
1
2=>D405
End Line Data Collection Report for an Impact Evaluation 493
D404
Ninde wakuganirije cyangwa waguhuguye ku 
ibijyanye n’ imibonano mpuzabitsina cg ku 
ibindi bijyanye nayo?
Nta wundi wabikuganirijeho?
SHYIRA MU URUZIGA IBISUBIZO BYOSE 
AGUHAYE
Nyina (umubyara cg umurera)
Ise (umubyara cg umurera)
Ba sekuru na nyirakuru
Nyirasenge/Nyinawabo
Ise wabo/Nyirarume
Mukuru we/mushiki we
A
B
C
D
E
F
Mukuru we/ musaza we
Inshuti
Umuturanyi
Mwarimu
Abandi____
Ntabizi
Yanze 
G
H
I
J
X
Y
Z
D405 Waba warigeze wumva indwara yitwa VIRUSI ITERA SIDA?
Yego
Oya
1
2 => D419
D406 Haba hari uwakuganirije cg wakwigishije kuri VIRUSI ITERA SIDA?
Yego
Oya
1
2 => D408
D407
Ninde wakuganirije cg wakwigishije kuri VIRUSI 
ITERA SIDA?
SHYIRA MU URUZIGA IBISUBIZO BYOSE 
AGUHAYE
Nyina (umubyara cg umurera)
Ise (umubyara cg umurera)
Ba sekuru na nyirakuru
Nyirasenge/Nyinawabo
Ise wabo/Nyirarume
Mukuru we/mushiki we
A
B
C
D
E
F
Mukuru we/ musaza we
Inshuti
Umuturanyi
Mwarimu
Abandi____
Ntabizi
Yanze 
G
H
I
J
X
Y
Z
D408 HIV ni virusi itera SIDA. Buriya abantu bayirinda cg bagabanya ikwirakwizwa ryayo babonana 
n’umuntu umwe utanduye kandi atagira undi baryamana?
Yego Oya Simbizi Yanze
 1 2 8 9
D409 Abantu se bagabanya ibyago byo kwandura HIV bakoresha agakingirizo igihe cyose bakoze 
imibonano mpuzabitsina?
 1 2 8 9
D410 Birashoboka ko umuntu ugaragara ko afite ubuzima bwiza ko yaba afite HIV?
 1 2 8 9
D411 Ese umubu wakwanduza umuntu HIV? 1 2 8 9
D412 Ese gusangira n’umuntu wanduye HIV byayanduza utayifite?
 1 2 8 9
494 Rwanda’s Improved Services for Vulnerable Populations Project
D413 Ese umubyeyi wanduye HIV yabasha kuyanduza umwana we? Yego Oya Simbizi Yanze
D413.1 d) Mu gihe amutwite 1 2 8 9
D413.2 e) Mu gihe amubyara 1 2 8 9
D413.3 f) Mu gihe amwonsa 1 2 8 9
Mfite ibibazo bike bijyanye n’agakoko gatera SIDA. Niba mutifuza kubisubiza, nta kizabo
D414 Sinkeneye kumenya ibisubizo wabonye. Waba warigeze kwipimisha Virusi itera SIDA.
Yego
Oya
Simbizi
Yanze gusubiza
1 
2 
8 
9
Niba 2,8,9 
=>D418
D415 Hashize amezi angahe mwipimishije bwa nyuma?
Amezi ashize
Imyaka ibiri cg irenga 95
D416
Ninde wagushishikarije kwipimisha ubwo uheruka kwipimisha bwa nyuma?
SHYIRA MU RUZIGA IBYO AVUZE BYOSE
Umugabo/umugore
Umubyeyi
Abandi bantu dufitanye isano
Umuturanyi/incuti
Umujyanama w’ubuzima
Umujyanama w’urungano
Abakorerabushake b’ubuzima
Abandi: ______________
Jye ubwanjye/Ntawe
A
B
C
D
E
F
G
X
Y
End Line Data Collection Report for an Impact Evaluation 495
D417
Sinshaka kumenya igisubizo wabonye, ariko se mwaba mwarahawe ibisubizo icyo gihe 
muheruka kwipimisha?
Yego
Oya
Simbizi
Yanze gusubiza
1 
2 
8 
9
D418 Waba se uzi aho umuntu ashobora kwipimishiriza virusi itera SIDA?
1 2 8 9
Ibibazo byanjye bikurikira biraganisha ku mibonano mpuzabitsina. Ibyo bibazo bishobora kukugora kubisubiza, niba udashaka gusubiza kibazo runakambwira “KOMEZAE”. Niba 
uhisemo kunsubiza ndakwinginze umbwize ukuri uko ushoboye kose. Amakuru uri bumpe aradufasha kunoza gahunda yacu yo gusubiza ibyifuzo by’abana nkawe. Kandi nkwijeje 
ko ibyo umbwira byose bizabikwa nk’ibanga rikomeye
D419
Wari ufite imyaka ingahe igihe wakoraga imibonano mpuzabitsina bwa 
mbere?
Muri gahunda y’ubu bushakashatsi, “GUHUZA IBITSINA” bivuga igihe cyose 
umugabo yinjije igitsina cye mu cy’umugore cg mu kibuno cy’undi umuntu.
NIBA USUBIZA ADASHOBORA KWIBUKA, MUSABE AGERERANYE
IMYAKA 
NTIYIGEZE AKORA IMIBONANO MPUZABITSINA 00-> D436
Yanze gusubiza 99→ D424
D420
Ni ryari uheruka gukora imibonano mpuzabitsina?
NIBA HASHIZE AMEZI ARI HASI YA 12, IGISUBIZO KIGOMBA KUBA MU MINSI, 
IBYUMWERU CG AMEZI
NIBA HASHZE AMEZI 12 (UMWAKA UMWE) CG IGIHE KIRENZE AMEZI 12, 
IGISUBIZO KIGOMBA KWANDIKWA MU MYAKA
IMINSI ISHIZE……….[__][__]
IBYUMWERU BISHIZE……..[__][__]
AMEZI ASHIZE…………[__][__]
IMYAKA ISHIZE…………[__][__]→D422
YANZE GUSUBIZA…999→D422
496 Rwanda’s Improved Services for Vulnerable Populations Project
D421
Bose hamwe, ni abantu bangahe batandukanye mwakoranye imibonano mu 
mezi 12 ashize?
NIBA ATAGUHAYE IGISUBIZO CY’UMUBARE, ONGERA UBAZE KU BURO 
AGERERANYA. 
NIBA IGISUBIZO KU MUBARE ARI “NTABYO NZI”, ANDIKA 88
95 CG HEJURU YAWO, ANDIKA 95
NIBA YANZE GUSUBIZA ANDIKA 99
UMUBARE W’ABO BAKORANYE IMIBONANO MPUZABITSINA
D422 Ubwo uherua gukora imibonano mpuzabitsina, wakoresheje agakingirizo?
Yego Oya Simbizi Yanze gusubiza
1 2 8 9
D423
Ni irihe sano mufitanye n’uwo muntu mwakoranye imibonano 
mpuzabitsina?
Niba ari “INCUTI Y’UMUHUNGU/UMUKOBWA”: Mwarabana nk’aho 
mwashingiwe? 
Niba ari Yego, hitamo “2”, niba ari Oya, hitamo “3”
Umugabo wanjye/umugore wanjye 
Uwo babana ariko batarashyingiwe 
Incuti y’umuhungu/umukobwa ariko utabana n’usubiza
Incuti y’igihe gito 
Indaya 
Undi (muvuge)________________________
1
2
3
4
5
6
IBIBAZO BIKURIKIYE BIJYANYE N’UGUTWITA NO KUBYARA ABANA BAFITANYE ISANO Y’AMARASO N’USUBIZA. ICYA MBERE NI UKUREBA NIBA WUJUJE IBIBAZWA BY’UWITA KU 
MWANA KURI UYU MUNTU URIMO GUSUBIZA. NIBA WUJUE IBIBAZWA BY’UWITA KU MWANA, NONENO BIRAGUSABA GUSUZUMA IBISUBIZO KU KIBAZO CYA F110 KU BANA 
BOSE USUBIZA ABEREYE UMUREZI W’IBANZE KUGIRANGO TUMENYE NIBA USUBIZA ARI UMUBYEYI W’UMUBIRI KU MWANA UWO ARI WESE. NONEHO UKURIKIZE AMABWIRIZA 
UKO YATANZWE.
D424
IBAZWA RY’IGITSINA GORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA 
KURI C101, UTARERA UMWANA CYANGWA IBAZWA RY’IGITSINA GORE, 
UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI C101, URERA UMWANA 
RIGARAGAZA KO NTA BANA BAFITE F110=01 
IBAZWA RY’IGITSINA GORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI 
C101, URERA UMWANA UFITE NIBURA UMWANA UMWE UFITE F110=01=>D426
IBAZWA RY’IGITSINA GABO URERA UMWANA UFITE NIBURA UMWANA UMWE 
RIGARAGAZA F110=02 =>D431
IBAZWA RY’IGITSINA GABO UTARERA UMWANA CYANGWA IBAZWA RY’UMUGABO 
URERA UMWANA UTAGIRA UMWANA RIGARAGAZA F110=2=> D430
End Line Data Collection Report for an Impact Evaluation 497
D425 Waba warigeze utwita?
Yego Oya Simbizi Yanze
1 2 8 9
Niba 2=>D432; Niba 8,9 =>D428
D426
Wari ufite imyaka ingahe utwita bwa mbere? 
NIBA NTABYO AZI ANDIKA 88;
NIBA YANZE GUSUBIZA ANDIKA 99
 IMYAKA
D427
IBAZWA RY’IGITSINA GORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA 
KURI C101 & NTA BAZWA RY’URERA UMWANA CYANGWA IGITSINA GORE, 
CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI C101 & IBAZWA 
RY’URERA UMWANA RIGARAGAZA KO NTA BANA BAFITE F109=01 
IBAZWA RY’IGITSINA GORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI 
C101 & URERA UMWANA RIGARAGAZA NIBURA UMWANA UMWE UFITE 
F110=01=>D429
D428 Waba warigeze ubyara?
Yego Oya Simbizi Yanze gusibiza
1 2 8 9
Niba 1 => D429
Niba 2,8,9=>D432
D429 Wari ufite imyaka ingahe igihe wabyaraga bwa mbere?
IMYAKA 
 Simbukira kuri D432
D430 Waba warigeze ubyara umwana?
Yego Oya Simbizi Yanze gusubiza 
 1 2 8 9
Niba 2,8,9 => D432
D431 Wari ufite imyaka ingahe igihe umwana wa mbere wawe avuka?
IMYAKA
498 Rwanda’s Improved Services for Vulnerable Populations Project
D432
IBAZWA RY’UMUGORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI 
C101 & UTARERA UMWANA, NTABE NO MU ITSINDA RYO KUZIGAMA NO 
KUGURIZANYA
IBAZWA RY’UMUGORE, CG UWASUBIJE IBINDI N’UWANZE GUSUBIZA KURI C101 
& URERA UMWANA
IBAZWA RY’UMUGABO & URERA UMWANA
 D436
D433 Ubu se uratwite?
Yego Oya Simbizi Yanze
 1 2 8 9
D434
Ubu, wowe cyangwa uwo mukundana mwaba mukoresha uburyo ubwo 
aribwo bwose kugirango mudasama inda
Yego Oya Oya 
1 2 9
2,9 -> D436
D435
Murimo gukoresha ubuhe buryo? 
EREKANA IBISUBIZO BYOSE
FEMALE STERILIZATION 
MALE STERILIZATION 
IUD
INJECTABLES 
IMPLANTS/JADELLE 
PILL 
CONDOM 
FEMALE CONDOM 
DIAPHRAGM 
FOAM/JELLY 
LACTATIONAL AMEN. METHOD 
RHYTHM METHOD 
STANDARD DAYS METHOD 
WITHDRAWAL 
OTHER MODERN METHOD 
OTHER TRADITIONAL METHOD 
A
B
C
D
E
F
G
H
I
J
K
L
M
N
X
Y
End Line Data Collection Report for an Impact Evaluation 499
D436
KURI URWO RUBYIRUKO RUGOMBA NO GUSUBIZA IBIBAZO BY’URERA 
UMWANA CYANGWA UMUNYAMURYANGO W’ITSINDA RYO KUZIGAMA NO 
KUGURIZANYA, REBA IRANGAMIMERERE Y’UBU NONEHO URYANDIKE AHA
Ni irihe rangamimerere yawe?
Yarashatse
Barabana batarasezeranye 
Ntiyigeze ashaka
Yatandukanye nuwo bashakanye
Yarapfakaye
Yanze gusubiza
1
2 =>D438
3 =>D439
4
5
9 =>D439
D437
Washyingiwe bwa mbere ufite imyaka ingahe
IMYAKA
D438
Watangiye kubana n’umugabo/umugore mutasezeranye ufite imyaka 
ingahe? IMYAKA
D439 Waba uzi aho umuntu yagurira agakingirizo?
Yego Oya Simbizi Yanze
 1 2 8 9
Niba ari 2,8,9 => D501
D440
Ni hehe?
Hari ahandi uzi?
Gerageza kumusobanuza neza 
ubwoko bw’aho hantu
Niba atabasha gusobanura niba 
ari ahantu ha Leta cg higenga, 
andika izina ry’aho 
hantu_____________
Ibigo bya Leta
Ibitaro bikuru
Ibitaro by’akarere
Ibigo nderabuzima
Post de santé
Mu gihe cy’amahugurwa 
n’ubukangurambaga ku buzima
Umujyanama w’ubuzima 
Ahandi mu bigo bya Leta. Sobanura_____
A
B
C
D
E
F
G
Ibigo by’ubuvuzi byigenga
Ibitaro byigenga 
Ivuriro ryigenga 
Disipanseri 
Farumasi/Iguriro ry’imiti
Aho batanga uburyo bwo kuboneza urubyaro
Ibindi bigo by’ubuvuzi 
byigenga,sobanura__________
Ahandi tuboneka
Kiyosike
Ababyaza ba gihanga
Inshuti/umuvandimwe
Insengero/Amadini
Ahandi, Sobanura______,
Yanze gusubiza
H
I
J
K
L
M
N
O
P
Q
X
Z
--- IGIKA KIRARANGIYE---
500 Rwanda’s Improved Services for Vulnerable Populations Project
IGICE CYA D5. UBURINGANIRE/UBWUZUZANYE BW’ABAGABO N’ABAGORE
Amagambo Ubaza atangiza: Noneho turashaka kukubaza ibibazo bimwe na bimwe 
ku isano riri hagati y’abagore n’abagabo. Kuri buri nteruro ngusomera, urambwira 
niba wemeranya nayo cyane, gahoro cg niba mutemeranya na gato
Wemeranya 
nayo cyane
wemeranya 
gahoro 
Ntiwemeranya 
na mba
Ibirebana n’Ihohoterwa
D501 Hari igihe umugore aba agomba gukubitwa
D502 Igitsina gore kigomba kwihanganira ihohoterwa kugirango urugo rwe rudasenyuka
D503 Umugore winjiza byinshi kurusha umugabo atuma habaho ihohoterwa.
Guhuza ibitsina
D504 Igitsina gabo gihora igihe cyose yiteguye imibonano
D505 Igitsina gabo kifuza imibonano cyane kurusha abagore
D506 Ibijyanye n’’imibonano mpuzabitsina ntibiganirwaho, urabikora gusa
Kuba umugabo
D507 Umugabo aba ari sugabo iyo yinjiza bike kubyo umugore yinjiza mu rugo
D508 Kuba umugabo ugomba kuba ukarishye
D509 Igitsina gabo kigomba kugira ipfunwe/guhangayika iyo kitabasha gushyukwa
D509A Niba umuntu antutse, nzihagararaho, bibaye ngombwa nakoreshe n’ imbaraga 
Ubuzima bw’imyororokere
D510 Ni inshingano z’ igitsina gore kwirinda gutwita
D511 Igitsina gabo -kigomba kurakara bikomeye iyo igitsina gore babasabye gukoresha 
agakingirizo
Uruhare rwa buri wese mu buringanire
D512 Guhindura ibyahi/ibibindo , gukarabya no kugaburira abana ni inshingano z’igitsina gore
D513 Inshingano za mbere z’ igitsina gore ni ukwita ku rugo rwe no ku muryango we
D514 Umugabo niwe ugomba kugira ijambo rya nyuma mu byemezo bifatwa mu rugo
End Line Data Collection Report for an Impact Evaluation 501
UBAZA: Ni ingirakamaro kubariza ibibazo bisigaye ahantu hiherereye cyangwa ahantu h’ ibanga kure y’aho abandi bantu badashobora kumva ibibazo 
cyangwa ibisubizo. Igihe ibanga ritubahirijwe/ribangamiwe muri iki GIKA (nk’urugero, undi muntu wo mu muryango yinjiye mu cyumba), ugomba 
guhagarika kubaza ibibazo kugeza igihe ibanga ubona risubiye mu buryo. Ikindi cyongeyeho, igihe uwitabiriye ikiganiro atwawe n’ ibitekerezo cyangwa 
atishimye muri ibi bibazo, ugomba gufata akaruhuko kandi ukamubaza niba yumva ameze neza. Nanone kandi baza niba ashaka gukomeza ibazwa, 
gufata akaruhuko bitewe n’igihe, simbuka ibi bibazo, cyangwa simbukira ku gika gikurikira.
D515 Waba warigeze ubona ukurera/ukwitahaho 
akubita urushyi, igipfunsi, umugeri cg ababaza 
undi mwana murugo rwanyu?
1 YEGO
2 OYA D517
9 YANZE GUSUBIZA
D516 Waba warigeze ubona ukurera/ukwitahaho 
akubita urushyi, igipfunsi, asunika cg ababaza 
undi mwana murugo rwanyu mu mezi 12 
ashize?
1 YEGO
2 OYA
9 YANZE GUSUBIZA
D517 Waba warigeze ubona undi muntu mukuru 
akubita urushyi, igipfunsi, umugeri 
cg ababaza undi mwana murugo rwanyu?
1 YEGO
2 OYA D519
9 YANZE GUSUBIZA
D518 Waba warigeze ubona undi muntu mukuru 
akubita urushyi, igipfunsi, umugeri 
cg ababaza undi mwana murugo rwanyu mu 
mezi 12 ashize?
1 YEGO
2 OYA
9 YANZE GUSUBIZA
Hamwe harasa nka aha, hari amabwiriza gusa nta bibazo birimo. Icyo gihe urasoma amabwiriza yose, ukanda iburyo kugirango 
ukomeze.
Ugize ikibazo mu gusubiza, wambwira kugirango nkusobanurire. Subiza ibibazo byose ukoresheje ukuri uko bishobotse. Ntabwo ndi 
mubone ibyo wasubije kandi ntabwo bisangiza abandi. Wifuje gukosora igisubizo menyesha ngufashe gusiba icyo gisubizo wifuza 
gusiba 
Ubaye ufite ibyo wifuza gusobanuza wambaza utaratangira, ariko ushobora nko kumbaza usohoje gusubiza.
Niba witeguye gutangira kandi > ibutyo utangire gusibiza ibibazo 
502 Rwanda’s Improved Services for Vulnerable Populations Project
Ubu nifuzu kukubaza ibibazo bijyanye n’ ibintu by’ ingenzi mu buzima by’urubyiruko. Nifuza kukuganiriza bijyanye n’ ihohoterwa. Ndakwizeza ibisubizo byawe ntabwo 
tubisangiza abakwitaho, abo muvukana, abo mubana cyangwa abatuye muri aka gace. Ntabwo bisangiza abandi dukorana kiretse niba wowe cyangwa undi muntu abaye 
akomeretswa. Birshoboka ku abandi muri abo mubana bashobora kumenya ko wasubije ibi bibazo, niba byakugwa nabi gusubiza ibi bibazo menyesha. Niba byagutera 
agahinda cyangwa bigagutera kudisanzura nakurangira aho wabafasha abafite ibibazo bituruka k’ ababitaho, abo bavukana, abo babana n abandi bose. Twakomeza?
D519 Ababyeyi bawe/ abakurera cyangwa undi mu bavandimwe bawe bujuje 
imyaka y’ ubukure 
 Yego Oya Ntazi Yanze 
D519.1 x) Kugukubita igipfunsi, umugeri cyangwa kugukubita n' ikuntu?
 1 2 8 9 
D519.2 y) Kugerageza kukuniga, kugerageza kuguheza umwuka cyangwa 
kugerageza kukuroha mu mazi cyangwa kugutwika abigambiriye?
 1 2 8 9
D519.3 z) Kukurwanya cyangwa kugutera ubwoba yitwaje icyuma, imbunda 
cyangwa iyindi ntwaro iyo ariyo yose?
 1 2 8 9
NIBA ARI YEGO JYA KURI D519.1, D519.2, D519.3, KOMEZA
IF ALL ANSWERS IN D519.1, D519.2, D519.3 ARE NO/DK/REFUSED, SKIP TO 
D526
D520
Utekereje ubwanyuma ibi byabaye,
Byabaye mu mezi 12 ashize?
Yego Oya Ntazi/Arashindikanya Yanze gusubiza 
 1 2 8 9 
D521
Utekereje kuri ibyo byose, warufite imyaka ingahe y’ amavuko ubwo 
biheruka kuba?
Hagati 0 kugeza 5 1
Hagati 6 - 11 years 2
Hagati 12 - 17 years 3
18 no kurenza 4
Sinzi 8
Wanze gusubiza 9
D522
Ufitanye Irihe sano n’ umubyeyi cyangwa ukurera cyangwa undi muvandimwe 
wujuje imyaka y’ ubukure wabikoze ibi umaze kumbwira ubwanyuma?
Papa wawe 1
Umugabo wa mama wawe utari papa wawe 2
Musaza/murumuna wawe (w’ igitsina gabo) 3
Musaza/murumuna wawe mudahuje ababyeyi bose (igitsina gabo) 4
So wanyu/Nyokorume 5
Mama wawe 6
Umugore wa papa wawe utari mama wawe 7
Mushiki/mukuru/murumuna wawe(w’ igitsina gore) 8
End Line Data Collection Report for an Impact Evaluation 503
Mushiki/mukuru/murumuna wawe mudahuje ababyeyi bose (w’ 
igitsina gore) 9
Nyogosenge/Nyoko wanyu 10
Undi muvandimwe/ ukwitaho w’ igitsina gabo 11 
Undi muvandimwe/ ukwitaho w’ igitsina gore 12 
Ntuzi 88
Yanze gusubiza 99
D523 Uyu mubyeyi cyangwa ukurera cyangwa undi muvandimwe wujuje imyaka y’ 
ubukure wabikoze ubwo biherutse mwarabanaga murugo rumwe?
Yego Oya Ntazi/Arashindikanya Yanze gusubiza 
 1 2 8 9 
D524 Ubwo ibi biherutse kuba bikozwe n' umubyeyi cyangwa ukurera cyangwa undi 
muvandimwe wujuje imyaka y’ ubukure byabereye he?
MURUGO IWACU 1
IWABO W’ UWABINKOREYE 2
MURUGO RW’ ABANDI 3
MU MUHANDA 4
MW’ ISOKO/IDUKA 5
KW’ ISHULI 6
MU MODOKA/BISI 7
MU KIYAGA, URUZI/ AHANDI MU MAZI 8
MU MURIMA CYANGWA AHANDI NYABURANGA 9
MU KABARI, RESTORA/AKABYINIRO 10
AHANDI (SOBANURA):__________ 66
NTUZI 88
YANZE GUSUBIZA 99
D525 Ubwo ibi biherutse kuba bikozwe n' umubyeyi cyangwa ukurera cyangwa 
undi muvandimwe wujuje imyaka y’ ubukure byabaye mu yahe masaha?
MU GITONDO (IZUBA RIRASHE KUGEZA SAA SITA) 1
NYUMA YA SAA SITA (KUVA SAA SITA KUGEZA IZUBA RIRENZE) 2
NI MUGOROBA (IZUBA RIRENZE KUGEZA SAA SITA Z’ IJORO) 3
NIJORO MU GICUKU (SAA SITA Z’ IJORO KUGEZA BUCYEYE) 4
NTUZI 8
YANZE GUSUBIZA 9
D526
Ibibazo bikurikira bijyanye n' abantu bakuru batuye mu gace mutuyemo, ni 
kuvuga n' abantu bujuje imyaka y' ubukure nka abarimu, abapolisi, 
abakoresha, aboyobozi mu madini, abayobozi b'ibanze aho mutuye, 
abaturanyi cyangwa abandi bafite imyaka y' ubukure utazi. Ibuka ko ushobora 
gutaruka ikibazo icyo aricyo cyose utifuza gusubiza 
Muri aba bantu bose, haba hari uwigeze: 
Yego Oya Ntazi/Arashindikanya Yanze gusubiza 
504 Rwanda’s Improved Services for Vulnerable Populations Project
D526.1 d) Kugukubita igipfunsi, umugeri cyangwa kugukubita n' ikuntu?
1 2 8 9 
D526.2 e) Kugerageza kukuniga, kugerageza kuguheza umwuka cyangwa 
kugerageza kukuroha mu mazi cyangwa kugutwika abigambiriye?
1 2 8 9 
D526.3 f) Kukurwanya cyangwa kugutera ubwoba yitwaje icyuma, imbunda 
cyangwa iyindi ntwaro iyo ariyo yose?
1 2 8 9 
NIBA ARI YEGO JYA KURI D526.1, D526.2, D526.3,, KOMEZA ALL ANSWERS TO D526.1, D526.2, D526.3 ARE NO/DK/REFUSED, SKIP 
TO INTRODUCTION TO SEXUAL VIOLENCE PARAGRAPH
D527
Utekereje ubwanyuma ibi byabaye,
Byabaye mu mezi 12 ashize?
Yego Oya Ntazi/Arashindikanya Wanze gusubiza 
 1 2 8 9 
D528
Utekereje kuri ibyo byose byakubayeho, warufite imyaka ingahe y’ amavuko 
ubwo biheruka kuba?
Hagati 0 kugeza 5 1
Hagati 6 - 11 years 2
Hagati 12 - 17 years 3
18 no kurenza 4
Sinzi 8
Yanze gusubiza 9
D529
Ufitanye irihe sano n’ uwo muntu mukuru utuye mu gace kanyu wagukoreye 
ibi umaze kumbwira ubwanyuma?
UMWALIMU W’ IGITSINA GABO 1
UMUPOLISI/UNDI USHINZWE MUTEKANO W’ IGITSINA GABO. 2
UMUKORESHA W’ IGITSINA GABO 3
UMUYOBOZI WAHO MUTUYE W’ IGITSINA GABO 4
UMUYOBOZI W’ IDINI W’ IGITSINA GABO 5
UMUTURANYI W’ IGITSINA GABO 6
UMUKOZI WO MURUGO W’ IGITSINA GABO 7
UMWALIMU W’ IGITSINA GORE 8
UMUPOLISI/UNDI USHINZWE MUTEKANO W’ IGITSINA GORE. 9
UMUKORESHA W’ IGITSINA GORE 10
UMUYOBOZI WAHO MUTUYE W’ IGITSINA GORE 11
UMUYOBOZI W’ IDINI W’ IGITSINA GORE 12
UMUTURANYI W’ IGITSINA GORE 13
UMUKOZI WO MURUGO W’ IGITSINA GORE 14
UNDI W' IGITSINA GABO 66
UNDI W' IGITSINA GORE 77
NTAZI/ YANZE GUSUBIZA 99
End Line Data Collection Report for an Impact Evaluation 505
D530 Ubwo ibi biherutse kuba bikozwe n’umuntu mukuru/wujuje imyaka y’ 
ubukure byabereye he?
MURUGO IWACU 1
IWABO W’ UWABINKOREYE 2
MURUGO RW’ ABANDI 3
MU MUHANDA 4
MW’ ISOKO/IDUKA 5
KW’ ISHULI 6
MU MODOKA/BISI 7
MU KIYAGA, URUZI/ AHANDI MU MAZI 8
MU MURIMA CYANGWA AHANDI NYABURANGA 9
MU KABARI, RESTORA/AKABYINIRO 10
AHANDI (SOBANURA):__________ 66
NTAZI 88
YANZE GUSUBIZA 99
D531 Ubwo ibi biherutse kuba bikozwe n’umuntu mukuru/wujuje imyaka y’ 
ubukure byabaye mu yahe masaha?
MU GITONDO (IZUBA RIRASHE KUGEZA SAA SITA) 1
NYUMA YA SAA SITA (KUVA SAA SITA KUGEZA IZUBA RIRENZE) 2
NI MUGOROBA (IZUBA RIRENZE KUGEZA SAA SITA Z’ IJORO) 
3
NIJORO MU GICUKU (SAA SITA Z’ IJORO KUGEZA BUCYEYE) 
4
NTAZI 8
YANZE GUSUBIZA 9
Youth may experience unwanted sexual contact by people they know well, such as a romantic partner, family member or friend, or by strangers. Your answers are
confidential and you can skip any questions that you don’t feel comfortable answering Urubyiruko rushobora gushorwa mu imibonanompuza bitsina na bantu runzi neza
n’ urugero uwo bakundana, umuvandimwe, inshuti cyangwa abantu rutazi. Ibisubizo byawe ni ibanga kandi ushobora gutaruka ikibazo gituma umva utisanzuye
gusubiza.
D532
Mu buzima bwawe n’ inshuro zingahe wahatirijwe gukora
imibonanompuzabitsina?
NTA NA RIMWE
RIMWE
INSHURO 2 NO KURENZA
NTAZI/YANZE GUSUBIZA
0 →D538
1
2
9
D533
Utekereje ubwanyuma ibi byabaye,
Byabaye mu mezi 12 ashize?
Yego Oya Ntazi/Arashindikanya Yanze gusubiza 
 1 2 8 9 
506 Rwanda’s Improved Services for Vulnerable Populations Project
D534
Warufite imyaka ingahe y’ amavuko ubwanyuma ubwo biheruka kuba? IMYAKA Y’ AMAVUKO:___________
NTUZI/URASHINDIKANYA 88
WANZE GUSUBIZA 99
Ninde muri aba bakurikira waguhatirije gukora imibonanompuzabitsina nawe ubwo biherutse/ ubushize?Of these people who physically forced you to have sex this last 
time, think of the person you know best for the following questions:
D535
Mufitanye rihe sano n’uwo muntu waguhatirije kubikora?
IGITSINA GABO
UWO MUKUNDANA W’ IGITSINA GABO
UMUGABO WAWE
PAPA WAWE
UMUGABO WA MAMA WAWE ARIKO UTARI SO
UMUVANDIMWE WAWE W’UMUHUNGU
NYIRARUME/SE WABO
UWO MWIGANA W IGITSINA GABO
UMWALIMU W’ IGITSINA GABO
UMUPOLISI/UNDI USHINZWE MUTEKANO W’ IGITSINA GABO.
UMUKORESHA W’ IGITSINA GABO
UMUTURANYI W’ IGITSINA GABO
UMUYOBOZI WAHO MUTUYE/W’ IDINI W’ IGITSINA GABO
INSHUTI Y’ IGITSINA GABO
UMUNTU UTAZI W’ IGITSINA GABO
UMUKOZI WO MURUGO W’ IGITSINA GABO
UNDI W’ IGITSINA GABO (SOBANURA) ____________
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
GITSINA GORE
UWO MUKUDANA W’ IGITSINA GORE
UMUGORE WAWE...
MAMA WAWE
UMUGORE WA PAPA WAWE ARIKO UTARI MAMA WAWE
MUSHIKI WAWE/ UMUKURU/MURUMUNA WAWE W’
IGITSINA GORE
NYOGOSENGE/NYOKO WANYU
UWO MWIGANA W’ IGITSINA GORE
UMWALIMU W’ IGITSINA GORE
UMUPOLISI/UNDI USHINZWE MUTEKANO W’ IGITSINA GORE
UMUKORESHA W’ IGITSINA GORE
UMUTURANYI W’ IGITSINA GORE
UMUYOBOZI W’ AHO MUTUYE/ W’ IDINI W’ IGITSINA GORE
INSHUTI Y’ IGITSINA GORE
UMUNTU UTAZI W’ IGITSINA GORE
UMUKOZI WO MURUGO W’ IGITSINA GORE
UNDI W’ W’ IGITSINA GORE(SOBANURA) _______________
NTUZI/WANZE GUSUBIZA
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
99
D536 Ubwo ibi biherutse kukubaho byabereye he?
MURUGO IWACU 1
IWABO W’ UWABINKOREYE 2
MURUGO RW’ ABANDI 3
End Line Data Collection Report for an Impact Evaluation 507
MU MUHANDA 4
MW’ ISOKO/IDUKA 5
KW’ ISHULI 6
MUJ MODOKA/BISI 7
MU KIYAGA, URUZI/ AHANDI MU MAZI 8
MU MURIMA CYANGWA AHANDI NYABURANGA 9
MU KABARI, RESTORA/AKABYINIRO 10
AHANDI (SOBANURA):__________ 66
NTAZI 88
YANZE GUSUBIZA 99
D537 Ubwo ibi biherutse kukubaho byabaye mu yahe masaha?
MU GITONDO (IZUBA RIRASHE KUGEZA SAA SITA) 1
NYUMA YA SAA SITA (KUVA SAA SITA KUGEZA IZUBA RIRENZE) 2
NI MUGOROBA (IZUBA RIRENZE KUGEZA SAA SITA Z’ IJORO) 
3
NIJORO MU GICUKU (SAA SITA Z’ IJORO KUGEZA BUCYEYE) 
4
NTAZI 8
YANZE GUSUBIZA 9
D538
Mu buzima bwawe n’ inshuro zingahe wahatirijwe gukora
imibonanompuzabitsina utotejwe, utewe ubwoba cyangwa uriganijwe
bikarangira ubikoze?
NTA NA RIMWE
RIMWE
INSHURO 2 NO KURENZA
NTUZI/WANZE GUSUBIZA
0 → D544
1
2
9
D539
Utekereje ubwanyuma ibi byabaye,
Byabaye mu mezi 12 ashize?
Yego Oya Ntazi/Arashidikanya Wanze gusubiza 
 1 2 8 9 
D540
Warufite imyaka ingahe y’ amavuko ubwanyuma ubwo biheruka kuba?
IMYAKA Y’ AMAVUKO:___________
NTAZI/URASHIDIKANYA 88
YANZE GUSUBIZA 99
Mu bantu bose baguhatirije gukorana nabo imibonanompuzabitsina mu gihe utabishakaga ubwo biherutse, ku bibazo bikurikira muri abo bantu bose tekereza umuntu uzi 
neza cyane kurusha abandi usubiza ibibazo bikurikiraOf the people who pressured you to have to have sex when you did not want to this last time, think of the person you know 
the best for the following questions:
508 Rwanda’s Improved Services for Vulnerable Populations Project
D541
Mufitanye irihe sano n’uwo muntu waguhatirije kubikora?
GITSINA GABO
UWO MUKUNDANA W’ IGITSINA GABO
UMUGABO WAWE
PAPA WAWE
UMUGABO WA MAMA WAWE ARIKO UTARI SO
UMUVANDIMWE WAWE W’UMUHUNGU
NYOKORUME/SO WANYU
UWO MWIGANA W IGITSINA GABO
UMWALIMU W’ IGITSINA GABO
UMUPOLISI/UNDI USHINZWE MUTEKANO W’ IGITSINA GABO.
UMUKORESHA W’ IGITSINA GABO
UMUTURANYI W’ IGITSINA GABO
UMUYOBOZI W’AHO MUTUYE/W’ IDINI W’ IGITSINA GABO
INSHUTI Y’ IGITSINA GABO
UMUNTU UTAZI W’ IGITSINA GABO
UMUKOZI WO MURUGO W’ IGITSINA GABO
UNDI W’ IGITSINA GABO (SOBANURA) ____________
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
GITSINA GORE
UWO MUKUDANA W’ IGITSINA GORE
UMUGORE WAWE...
MAMA WAWE
UMUGORE WA PAPA WAWE ARIKO UTARI MAMA WAWE
MUSHIKI WAWE/ UMUKURU/MURUMUNA WAWE W’ IGITSINA GORE
NYOGOSENGE/NYOKO WANYU
UWO MWIGANA W’ IGITSINA GORE
UMWALIMU W’ IGITSINA GORE
UMUPOLISI/UNDI USHINZWE UMUTEKANO W’ IGITSINA GORE
UMUKORESHA W’ IGITSINA GORE
UMUTURANYI W’ IGITSINA GORE
UMUYOBOZI W’ AHO MUTUYE/ W’ IDINI W’ IGITSINA GORE
INSHUTI Y’ IGITSINA GORE
UMUNTU UTAZI W’ IGITSINA GORE
UMUKOZI WO MURUGO W’ IGITSINA GORE
UNDI W’’ IGITSINA GORE(SOBANURA) ______________________
NTAZI/YANZE GUSUBIZA
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
99
D542 Ubwo biherutse kukubaho byabereye he?
MURUGO IWACU 1
IWABO W’ UWABINKOREYE 2
MURUGO RW’ ABANDI 3
MU MUHANDA 4
MW’ ISOKO/IDUKA 5
KW’ ISHULI 6
MU MODOKA/BISI 7
MU KIYAGA, URUZI/ AHANDI MU MAZI 8
End Line Data Collection Report for an Impact Evaluation 509
MU MURIMA CYANGWA AHANDI NYABURANGA 9
MU KABARI, RESTORA/AKABYINIRO 10
AHANDI (SOBANURA):__________ 66
NTAZI 88
YANZE GUSUBIZA 99
D543 Ubwo ibi biherutse byabaye mu yahe masaha?
MU GITONDO (IZUBA RIRASHE KUGEZA SAA SITA) 1
NYUMA YA SAA SITA (KUVA SAA SITA KUGEZA IZUBA RIRENZE) 2
NI MUGOROBA (IZUBA RIRENZE KUGEZA SAA SITA Z’ IJORO) 3
NIJORO MU GICUKU (SAA SITA Z’ IJORO KUGEZA BUCYEYE) 4
NTAZI 8
YANZE GUSUBIZA 9
D544 Skip to D551 if all answers for D519.1-3, D526.1-3, D532, and D538 
are No, Never/none, DK/Refuse/Declines
D545
Utekereje kuri ibi twaganiriyeho byakubayeho wakorewe na 
babyeyi, Abandi bantu bakuru, abo mukundana ,abo murungano, 
wigeze usiba ishuli kubera ibyo?
Yego Oya Ntazi/Urahshidikanya Yanze gusubiza 
 1 2 8 9 
D546 Wigeze ureka inshuli? Yego Oya Ntazi/Urahshidikanya Yanze gusubiza 
 1 2 8 9 
D547
Waruzi ibitaro, ikigo nderabuzima,One Stop centers, sitasiyo ya 
polisi, umurongo wa telefoni witabaza (hotline)/uwo 
wafashirizwaho, abandi bagufasha kubijyanye n’ amategeko cyangwa 
ahandi wari kubona ubufasha?
Yego Oya Ntazi/Urahshidikanya Yanze gusubiza 
 1 2 8 9 
2,8,9→D551
D548 Wigeze ugeregeza kubona ubufasha kuva aho ariho hose muri aho 
kubera ibyo wanyuzemo?
Yego Oya Ntazi/Urahshidikanya Yanze gusubiza 
 1 2 8 9 
2 → D550
8,9→D551
510 Rwanda’s Improved Services for Vulnerable Populations Project
D549
Nihe wagerageje gukura ubufasha?
EREKANA IBISUBIZO BYOSE
IBITARO/IKIGO NDERABUZIMA
ONE STOP CENTRE..
SITASIYO YA POLISI
UMURONGO WA TELEFONI WITABAZA
(HOTLINE)/UBUFASHA (HOTLINE/HELPLINE)
IKIGO GIFASHA ABANTU
IKIGO GIFASHA ABANTU KU BIJYANYE N’ AMATEGEKO
IBINDI /SOBANURA__________
NTAZI/YANZE GUSUBIZA....
A JYA
B
C KURI
D D551
E
F
X
Z
D550
Ni yihe mpamvu nyamukuru yakubujije kugerageza gushakisha 
ubufasha kuva ku bitaro, ikigo nderabuzima,One Stop centers, 
sitasiyo ya polisi, umurongo wa telefoni witabaza 
(hotline)/uwowafashirizwaho, abandi bagufasha kubijyanye n’ 
amategeko cyangwa ahandi wari kubona ubufasha 
WATINYE KWIZANIRA IBIBAZO
WAGIZE IKIMWARO/UBONA KO WASEBYA UMURYANGO
WANYU............................................
NTABWO WARUSHOBOYE KWISHYURA AMAFARANGA ASABWA
NTABWO WARUSHOBOYE KUGERA AHO UBWO BUFASHA
BUTANGIRWA
UWABIKOZE UMUTEZEHO BYINSHI/ MU BUZIMA BWAWE AFITE
URUHARE RUNINI
UWABIKOZE YAGUTEYE UBWOBA
NTABWO WATEKEREJE KO ARI KIBAZO
NUMVISE KO ARI NGEWE WABITEYE
WATINYE GUTERERANWA N’ ABANDI
NTABWO WARUKENEYE UBWO BUFASHA/ NTIWIGEZE WIFUZA
UBWO BUFASHA
UBWO WAHERUKAGA KUGANA ABATANGA IZO SERIVISI
BAKWAKIRIYE NABI/NTIWANYUZWE NUKO WAKIRIWE MBERE
YAHO
IBINDI (SOBANURA):__________________
NTAZI/YANZE GUSUBIZA
1
2
3
4
5
6
7
8
9
10
11
66
99
D551 Ubu, twifuza kumenya niba ibyo twavuze bigeze bikubaho mu buzima bwawe 
. 
1 Yego
2 Oya → D553
9 YANZE GUSUBIZA
End Line Data Collection Report for an Impact Evaluation 511
Wigeze ubona ukwitaho w’ ibanze akubitwa urushyi, igipfunsi, umugeri, 
cyangwa akomeretswa n’ umufasha we, uwo bakundana w’gitsina gabo 
cyangwa gore?
D552 Wigeze ubona ukwitaho w’ ibanze akubitwa urushyi, igipfunsi, umugeri, 
cyangwa akomeretSwa n’ umufasha we, uwo bakundana w’gitsina gabo 
cyangwa gore mu mezi 12 ashize?
1 Yego
2 Oya
9 YANZE GUSUBIZA
D553 Wigeze ubona ukwitaho w’ ibanze akubitwa urushyi, igipfunsi, umugeri, 
cyangwa akomeretswa n’umuntu uwo ariwe wese murugo rwanyu?
1 Yego
2 Oya → SECTION D6
9 YANZE GUSUBIZA
D554 Wigeze ubona ukwitaho w’ ibanze akubitwa urushyi, igipfunsi, umugeri, 
cyangwa akomeretwa na muntu uwe ariwe wese murugo rwanyu mu mezi 12 
ashize? 
1 Yego
2 Oya
9 YANZE GUSUBIZA
--- END OF SECTION ---
512 Rwanda’s Improved Services for Vulnerable Populations Project
--- IGIKA KIRARANGIYE---
IGICE CYA D6. KWEGEREZWA IBIKORWA BY’UBUVUZI, KWIRINDA VIRUSI ITERA SIDA, KWITABWAHO NO GUFASHWA
Tugeze ku gice cya nyuma cy’ibibazo. Harabura gato ngo turangize ikiganiro. Nkomeje kubashimira ubwitabire mwagize muri iki kiganiro kugeza ubu. 
End Line Data Collection Report for an Impact Evaluation 513
D601 Ubu ngiye kugusomera urutonde rw’ ibintu cyangwa 
serivisi. Urabwira niba hari umuntu mu rugo rwanyu 
waba warabikoresheje cyangwa yarabibonye mu mezi 6 
ashize
SERVICE
IBISUBIZO
IF RESPONDENT LINE NUMBER 201-220 OR 401-420 ASK: 
Ni wowe ubwawe wabonye iyi serivisi cyangwa n’ undi muntu 
murugo rwanyu wayibonye?
D601.1 Kwipimisha virusi itera SIDA YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.2 Amashuli yo kwigisha abahinzi mu 
murima
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.3 Guhabwa amatungo magufi YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.4 Guhabwa imbuto YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.5 Amahugurwa yo gutekera, kugaburira 
no kwita ku bana muri rusange
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
514 Rwanda’s Improved Services for Vulnerable Populations Project
D601.6 Guhabwa ibiribwa by' ubuntu YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.7 Amakuru kuburyo bwo kwirinda SIDA 
n‘izindi ndwara zandurira mu mibonano 
mpuzabitsina
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.8 Amakuru ajyanye no kuringaniza 
urubyaro cyangwa gutatanya urubyaro
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.9 Amahugurwa ku mikurire y’abana 
bato
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.10 Amahugurwa ku kwiteza imbere mu 
mibereho no gukora imirimo ibyara inyungu
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.11 Amashyirahamwe yo kuzigama no 
kuguriza
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
End Line Data Collection Report for an Impact Evaluation 515
D601.12 Amahugurwa ku mibereho myiza YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.13 Inkunga /inguzanyo yo kwiga 
ubumenyi ngiro (Imyuga)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.14 Amahugurwa yo kwitegurira 
umurimo
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.15 Gufashwa n’abashinzwe ihungabana 
bagusanze mu rugo cg umusosiyale
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.16 Guhabwa ibikoresho by’ishuli cg 
imyambaro y’ishuli
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.17 Inkunga yo kwandikisha umwana 
wavutse
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
516 Rwanda’s Improved Services for Vulnerable Populations Project
D601.18 Inzitiramubu iteye umuti YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.19 Amakuru y’ uko warinda 
umwana/wakubungabunga umwana 
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.20 Amakuru ku mirire k’umugore utwite 
cg wonsa 
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.21 Ibigo bikurikirana abakorewe 
ihohoterwa rishingiye ku gitsina (Isange One 
stop center)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.22 Amakuru ku bijyanye n’ubuzima 
n’uburenganzira ku buzima bw’imyororokere
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.23 Amakuru ajyanye no kugira isuku 
(e.g. amazi meza, gukaraba intoki)
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
End Line Data Collection Report for an Impact Evaluation 517
D601.24 Amakuru ku bijyanye n’igitsina gabo 
kumva ibyerekeye ubwuzuzanye 
n’uburinganire mu rugo
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.25 Umugoroba w’ababyeyi YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.26 Kwita no kuvura ababana n’ubwandu 
bw’agakoko gatera SIDA
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.27 Ubujyanama ku ikingizwa ry’umwana YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.28 Ububyeyi buboneye/ buteza 
umwana imbere
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.29 Gukurikirana imikurire y’abana YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
518 Rwanda’s Improved Services for Vulnerable Populations Project
D601.30 Udukingirizo tw' ubuntu YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.31 Ibiganiro hagati y' umubyeyi n 
umwana bijyanye n' imyororokere
YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
D601.32 Gahunda y’ubujyanama YEGO
OYA
NTAZI
YANZE
1
2 => KOMEZA KU GIKURIKIRA
8 => KOMEZA KU GIKURIKIRA
9 => KOMEZA KU GIKURIKIRA
USUBIZA 
UNDI MU RUGO RWABO
BOMBI
1
2
3
--- IGIKA KIRARANGIYE---
BISABWA YUJUJE
USUBIZA YABA YAKUBWIYE KO YARAKOREWE IHOHOTERWA 
MU GIHE CYASHIZE? 
__Yego 
__Oya
USUBIZA YABA YIGEZE AGARAGAZA KUDATEKANA MUGANIRA 
URUGERO AMARIRA KUMUBUNGA MU MASO, UBURAKARI, 
AGAHINDA, GUTITIRA, GUHUMEKA INSIGANE N'IBINDI…?
__Yego 
__Oya
End Line Data Collection Report for an Impact Evaluation 519
USUBIZA YABA YAKUBWIYE KO ARI MU KAGA (MU BYAGO)?
__Yego 
__Oya
USUBIZA YABA YAKUBWIYEKO UBU ADATEKANYE CYANGWA KO YASABYE 
UBUFASHA KU IHOHOTERWA YAKOREWE MURI MU KIGANIRO?
__Yego 
__Oya
NIBA IBIBAZO BYOSE HARUGURU BISUBIJWE OYA N’ USIBIZA NTABWO ASUBIJE NTAHOHOTERWA AHURA NARYO, KOMEZA USOZE UHITAMO NUMERO
YA MBERE(1)
NIBA YASUBIJE YEGO MURI KIMWE MU BIBAZO YABAJIJWE HARUGURU, KOMEZA USOZE UHITAMO NUMERO YA KABIRI (2)
SOZA AMAHITAMO RIMWE (1): USUBIZA NTA NA KIMWE MU BISABWA YUJUJE
Ndagushimiye cyane kumfasha. Nibyagaciro kumwanya waduhaye. Nziko ibi bibazo bikomeye kubisubiza ariko ni mu gutega amatwi abana n'urubyiruko 
nkawe twumva ibyerekeye ubuzima n'imibereho y'abana n'urubyiruko mu Rwanda.
Hari ubwo ibibazo nakubajije byaba bakwibukije ibihe wowe cyangwa undi muntu uzi mwanyuzemo mu buzima bukomeye ugatekereza ko wagira uwo 
ubiganiriza. Wenda wasanga ari ubu cyangwa mu gihe kirimbere. Dore urutonde rw'ibigo bitanga serivise zishobora kugufasha. wabahamagara ukeneye 
ubufasha cyangwa andi makuru y'ingenzi. wabahamagara igihe icyo aricyo cyose ubishatse.
SOZA AMAHITAMO RIMWE (2): USUBIZA KIMWE MU BISABWA YUJUJE
Nkurikije ibyo wambwiye, ndumva warahuye n'ibibazo bikomeye mu buzima bwawe. Nta numwe ufite uburenganzira bwo guhohotera undi muri ubu 
buryo, ufite uburenganzira bwo kurindwa no guhabwa ubufasha igihe ubukeneye. Nturi wenyine+C30
Hari ubwo wifuza kugira uwo uganiriza ibyawe. Ibi bishobora kuba uyu munsi cyangwa ikindi gihe. Dore urutonde rw'ibigo n'amavuriro bitanga ubufasha 
wakenera, nk'uko bitanga ubufasha, bikita kubuzima, ubujyanama ku mategeko bikanatega amatwi abantu nkawe bahura n'ihohoterwa ritandukanye. 
Wabahamagara uramutse wifuza kubabwira ibyawe, ukeneye ubufasha cyangwa wifuza amakuru kuri serivise batanga. Ushobora kubahamagara igihe 
520 Rwanda’s Improved Services for Vulnerable Populations Project
wumva witeguye, byaba aka akanya cyangwa ikindi gihe. Mu bushakashatsi dukora, twita kumibereho myiza y'abantu tuganiriza tukaniyemeza kugenzura 
ko ubufasha bagenerwa bubabageraho.
Ndacyumva ko bikomeye cyane gusaba ubufasha igihe ubukenye. Uramutse ukeneye ko nagufasha naguhuza n'abasosiyare bahuguriwe gutega amatwi no 
gufasha abantu bahura n'ibibazo nk'ibyo wambwiye. Ukeneye abasosiyare mu ibanga, ibi byakorohera. yo ufite umuntu ugutega amatwi ku bitekerezo 
n'ibyifuzo byawe bishobora ku kugabanyiriza akababaro bikanagufasha guhitamo icyo wakora. 
Hari nizindi servise zitanga ubufasha muri aka gace n'umusosiyare ushobora kuganiriza bakaguhuza n'ibyo bigo niba ubyifuza
Ubu birashobokako wumva udakeneye kuvugana n' Umusosiyare . Ariko wisubiyeho, Wahamagara aharho hose hatangirwa serivise ziri ku rutonde ukagira 
uwo uganiriza ibyawe. Ushobora kuzajyayo igihe witeguye byaba ubu cyangwa ikindi gihe.
Ndamutse nguhuje n'umusosiyare, namubwira gusa amakuru ushaka kumusangiza. Nkuko nabisobanuye mbere ibisubizo byawe ni ibanga.
D602. Ngeze ku musozo w’ibibazo nari mfite. Ndabashimiye umwanya wanyu mwaduhaye mukitabira iki kiganiro. Haba hari icyo mwifuzaga kutubaza?
D603 ITARIKI IBAZWA RIRANGIRIYEHO (ukwezi/(Umunsi/Umwaka) [__ __ /__ __ /2 0 __ __ ]
D604 ISAHA IBAZWARIRANGIRIYEHO(ukwezi/(Umunsi/Umwaka) [_____|_____:_____|______]
D605 ICYO UBAZA YONGERAHO
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APPENDIX G. STUDY TEAM
Jessica A. Fehringer, PhD, MHS, is the MEASURE Evaluation activity lead and principal investigator 
for the Rwanda evaluation. Her responsibilities for this work include overall development and 
implementation of the evaluation design, collaboration with the local research partner, and coordination 
with USAID/Rwanda and the ISVP activity. Dr. Fehringer is responsible for oversight of gender-related 
research activities as well as for leading several evaluation and research projects in South Asia and sub￾Saharan Africa. She has a PhD from Johns Hopkins University School of Public Health in Population, 
Family, and Reproductive Health and a master’s in health sciences in International Health, with a focus 
on Social and Behavioral Interventions, from the Johns Hopkins University School of Public Health. She 
has worked in international public health, with a focus on the empowerment of marginalized groups, for 
over 15 years. She has designed and carried out qualitative and quantitative research and evaluation in 
South and Southeast Asia, South America, and sub-Saharan Africa on a number empowerment and health 
topics, including the influence of relationship power dynamics on HIV prevention and treatment and 
gender-based violence. She most recently designed and implemented the baseline for a quasi-experimental 
mixed methods evaluation examining the MNCH/FP and health service impacts of integrating gender 
and social inclusion into capacity building with local health facility committees in Nepal; and acted as 
gender advisor and qualitative lead for the design and baseline survey implementation of a mixed methods 
quasi-experimental evaluation examining the gender dimensions of impacts of ground nut value chain 
interventions in Zambia.
Peter M. Lance, PhD is an economist. He was responsible for calculating final sample sizes required to 
meet power requirements for the evaluation design, drawing of the sample, calculation of sampling 
weights, and baseline survey data analysis. Dr. Lance earned his PhD in Economics from the University 
of North Carolina at Chapel Hill with a focus on health, econometrics, and economic development. 
Since earning his PhD, Dr. Lance’s work has focused on program impact evaluation, modelling of health 
behaviors and outcomes and survey sampling. He has served as a sampling expert and analyst at all phases 
of many surveys. His work has involved China, India, Thailand, Bangladesh, Nigeria, Senegal, Kenya, and 
Indonesia.
Kenneth Ndirangu, a director at Incisive Africa, a research firm in Rwanda, is a consummate research 
professional with over 20 years research experience in Rwanda. He is an extremely hands-on trainer and 
field manager who spares no effort to ensure the task gets done. Over the years, he has worked on 
multiple national surveys for various international, private, and development partners in Rwanda and the 
great lakes region of Africa. 
Aimee Benson lead tablet programming and all data management processes for the tablets during the 
design and baseline phases. Aimee M. Benson is a data processing specialist with over 15 years’ 
experience in developing both PAPI and CAPI data capture systems and training and supporting field 
personnel in their use. She has led capacity building workshops in data management and analysis. She has 
worked in U.S. and international contexts, including Malawi, China, Bangladesh, the Caribbean, Zambia, 
India, Nigeria, Kenya, and Senegal. Ms. Benson holds a master’s degree in Experimental Psychology from 
Duke University.
Gustavo Angeles, PhD is the Senior Evaluation Advisor for the Rwanda evaluation. His responsibilities 
for this work include development of the evaluation design with particular expertise contributing to RCT 
rigor, sampling strategies, and cost-effectiveness considerations. He is a health economist and faculty 
member of UNC’s Gillings School of Public Health, and a Fellow at the Carolina Population Center. He 
has over 20 years of experience on evaluation of health and social development programs in Latin 
America, Africa, and Asia and is currently Senior Evaluation Advisor of MEASURE Evaluation where he 
leads the impact evaluation of USAID/Guatemala Western Highland Integrated Program, and co-leads 
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impact evaluations of two health programs in Bangladesh. He also participates as instructor on a number 
of training and capacity building activities on impact evaluation conducted in Mexico, South Africa, India, 
and Nepal. With UNICEF and 3ie funding, he is currently co-investigator for the impact evaluations of 
Malawi’s Social Cash Transfer Program and Zimbabwe’s Harmonized Social Cash Transfer Program. 
Also, in Malawi, Dr. Angeles co-leads the USAID-funded impact evaluation of the Feed the Future’s 
Integrated Nutrition and Value Chain (INVC) program. He has ample expertise in social cash transfer 
programs from his current work in Malawi and Zimbabwe, and the mid-term evaluation of Mexico’s 
PROGRESA/Oportunidades program he led as Executive Director of the Center for Evaluation Research 
and Survey in Mexico’s National Institute of Public Health (INSP) in 2010–2011. Dr. Angeles worked on 
impact evaluations of Mexico’s Secretary of Social Development cash transfers to the elderly and 
childcare support to poor working mothers’ programs, both with 3ie funding. He served as Deputy 
Director of MEASURE Evaluation (2000–2010), providing strategic and technical advice to USAID on 
evaluation and capacity building. In that role, he was technical lead of health program evaluations in 
Bangladesh, Tanzania, Indonesia, Nicaragua, Paraguay, Mexico, Ecuador, and Peru. Additional research 
includes measurement and estimation methods for impact evaluations of health programs.
Lisa Parker, PhD is the OVC Specialist for the Rwanda evaluation. In this role her responsibilities 
include development of the evaluation design with particular expertise contributing to choice of key 
indicators, choice of survey populations, and survey tool design. She has more than 15 years of experience 
working in the fields of public health, monitoring, and evaluation (M&E), and international development 
with a focus on HIV/AIDS, sexual and reproductive health, household economic strengthening, and 
vulnerable children. Dr. Parker’s doctoral dissertation aimed to help develop and evaluate a pilot Positive 
Prevention program for Youth Living with HIV/AIDS ages 15–24 in the Democratic Republic of the 
Congo. Dr. Parker has experience in both quantitative and qualitative research as well as social and 
behavioral intervention development, adaptation, implementation, and evaluation primarily in sub￾Saharan Africa. Currently a Monitoring and Evaluation Technical Advisor at MEASURE 
Evaluation/Futures Group she oversees a large portfolio of OVC M&E capacity-building programs in 
Nigeria and Cameroon. In this role she is responsible for providing technical support to stakeholders to 
develop M&E systems, guidelines for host country OVC programs, and aids in the collection and use of 
OVC data and information. She contributed to the development of the MEASURE Evaluation Child, 
Caregiver, and Household Well-being Survey Tools; the Collecting PEPFAR Monitoring, Evaluation, and 
Reporting (MER) Essential Survey Indicators: A Supplement to the OVC Survey Tool Kit; and led the 
pilot of the survey tools in Nigeria. She is also responsible for designing operations research and 
evaluation studies, including acting as Principal Investigator for the HIVCore qualitative retrospective 
evaluation of a community savings group intervention for OVC in Haiti. Dr. Parker provides technical 
support to the child protection and M&E teams within the Health Policy Project in Haiti. She has 
extensive experience living, working, and conducting research in Sub-Saharan Africa including in Burkina 
Faso, Cameroon, Cote d’Ivoire, The DRC, Malawi, Niger, Nigeria, and South Africa. Lisa is fluent in both 
English and French.
Shaylen Foley, MPH is a monitoring and evaluation and learning (MEL) specialist for MEASURE 
Evaluation in the health economics portfolio. She focuses on economic evaluations and cost analyses and
the application of qualitative methods to economic evaluation, and she has regional experience in sub￾Saharan Africa and Southeast Asia. Prior to joining MEASURE Evaluation, she led research activities 
through the Yale Global Health Justice Partnership and Centre for Excellence in Research on AIDS in 
Malaysia. She also completed a Fulbright Fellowship in Indonesia. 
Stacie Gobin, MPH Stacie Gobin is a health economist with particular expertise in cost-effectiveness 
analysis and behavioral economic modeling within public health. She will lead the CEA portion of the 
evaluation. She has experience in conducting various applied economic evaluations including cost￾effectiveness analyses of interventions in low- and middle-income countries. Stacie previously served as 
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the lead health economist for the Pan-African Malaria Vector Research Consortium and the London 
School of Tropical Medicine’s Department of Disease Control in Tanzania. She has additional experience 
working on the USAID TRAction and ASSIST projects and in management consulting.
Veronica Varela, MPH received her MPH in epidemiology and maternal and child health from the 
University of South Florida. Ms. Varela has experience working in perinatal, child, and sexual health 
epidemiology and community health assessments. Ms. Varela also has experience in quantitative data 
analysis using statistical methods such as generalized linear models, logistic regressions, and survival 
analysis along with producing data visualization aids for reports and publications. Prior to working at 
MEASURE Evaluation, Ms. Varela worked domestically with various public health programs including 
the Florida Department of Health, March of Dimes, and the Florida Birth Defects Surveillance Program. 
Lauren D. Morris, PhD is a technical advisor at Palladium/MEASURE Evaluation. She has a PhD in 
Mineral Economics from the Colorado School of Mines, USA, and a master’s degree in economics from 
Boston University, USA. Her background is in economic impacts of public policy, including public health 
policy and economy-wide impacts of environmental policy. Her technical areas of expertise include 
economic evaluation including costing and cost-benefit analysis; building and applying policy models that 
project costs and benefits of intervention and inform advocacy efforts; mathematical modeling, including 
operations research approaches and computable general equilibrium models; health financing; and 
qualitative analysis.
Abby Cannon, MPH, MSW, is the Gender Portfolio Manager for USAID’s MEASURE Evaluation 
Project within the Carolina Population Center at the University of North Carolina. She joined the 
MEASURE Evaluation team in 2010 and has since spearheaded efforts to integrate gender across project 
technical areas, international health information systems, and capacity building. Her research focuses on 
the intersection of gender and health within HIV, gender-based violence, and orphans and vulnerable 
children. Abby’s experience with gender and health includes domestic and international work, as well as 
direct service, monitoring and evaluation, and research. She received her MSW and MPH in Maternal and 
Child Health from the University of North Carolina at Chapel Hill. 
Brittany Iskarpatyoti, MPH is Technical Specialist for Monitoring and Evaluation with MEASURE 
Evaluation. Ms. Iskarpatyoti provides technical expertise in evaluation planning, gap analyses, and 
indicator review and development particularly in the context of gender norms and inequalities. She has led 
activities triangulating program data with routine health data for improved case management, DQA, and 
capacity building in qualitative research and gender integration. Most recently, she has worked on a multi￾faceted, mixed-methods evaluation of a public sector project in Tanzania where she applied novel 
qualitative methods and analyses. She holds a Master’s in Public Health from Emory University and 
previously worked on the Gender and Empowerment Team at CARE and as a U.S. Peace Corps 
Volunteer in Namibia.
524 Rwanda’s Improved Services for Vulnerable Populations Project