ENUMERATOR TRAINING GUIDEData Collection Tools for Endline EvaluationYACA ITJA Project“Empowering South Sudan Youth for Active Participationin Transitional Justice through Digital Storytelling”February 2026Funded by: African Transitional Justice Legacy Fund (ATJLF)Evaluation Locations: Juba, Bor, Bentiu, Wau, and Yei CountiesTABLE OF CONTENTSModule 1: Introduction and Project OverviewModule 2: Research Ethics and ProtocolsModule 3: Tool 1 – Individual Interview QuestionnaireModule 4: Tool 2 – Focus Group Discussion GuideModule 5: Tool 3 – Key Informant Interview GuideModule 6: Data Quality and ManagementModule 7: Field Logistics and SafetyAnnexesMODULE 1: INTRODUCTION AND PROJECT OVERVIEW1.1 Training ObjectivesBy the end of this training, enumerators will be able to:

• Understand the ITJA Project objectives, activities, and expected outcomes
• Administer the Individual Interview Questionnaire correctly and consistently
• Facilitate Focus Group Discussions effectively
• Conduct Key Informant Interviews professionally
• Apply research ethics principles throughout data collection
• Ensure data quality and proper documentation
• Navigate field logistics and safety protocols

1.2 Project Background

📋 ITJA PROJECT AT A GLANCEProject Title: Empowering South Sudan Youth for Active Participation in Transitional Justice through Digital Storytelling Duration: 10 months | Funder: African Transitional Justice Legacy Fund (ATJLF) Direct Beneficiaries: 150 youth leaders (75 women, 75 men) Indirect Beneficiaries: 15,000 individuals | Locations: Juba, Bor, Bentiu, Wau, Yei

1.3 Project Objectives

Obj.	Description	Target
1	Empower youth with digital storytelling skills for transitional justice advocacy	150 youth trained
2	Create and disseminate digital stories on TJ themes	50 stories, 10,000 reached
3	Influence policy through advocacy campaigns and dialogues	10 campaigns/dialogues

1.4 Key Project Activities

• 5-day digital storytelling training workshops in each location
• Mentorship support for youth creating digital stories
• Production of 50 digital stories on transitional justice themes
• Online platform distribution (YouTube, Facebook, WhatsApp)
• Community screening events
• Advocacy campaigns targeting policymakers
• Community dialogues on truth, justice, and reconciliation

1.5 Evaluation Purpose and QuestionsThis endline evaluation will assess project achievements against baseline data and answer:

• To what extent did the project achieve its intended objectives?
• What changes occurred in youth knowledge, skills, and participation in TJ?
• How effective were digital stories in reaching target audiences?
• What impact did the project have on healing and reconciliation?
• What lessons and recommendations emerge for future programming?

 MODULE 2: RESEARCH ETHICS AND PROTOCOLS2.1 Core Ethical Principles

Principle	Application in This Evaluation
Respect for Persons	Treat all participants as autonomous individuals capable of making their own decisions. Obtain voluntary informed consent. Protect those with diminished autonomy.
Beneficence	Maximize benefits of the research while minimizing harm. Ensure findings will contribute to improving future programming.
Non-Maleficence	Do no harm. Be aware that TJ topics may trigger trauma. Have referral pathways ready. Stop if distress occurs.
Justice	Fair selection of participants. Ensure benefits and burdens are distributed equitably across communities and groups.

2.2 Informed Consent ProceduresBEFORE beginning any interview or discussion, you MUST:

• Introduce yourself and explain your role
• Explain the purpose of the evaluation clearly
• Describe what participation involves (time, types of questions)
• Explain that participation is completely voluntary
• Clarify that they can skip questions or stop at any time
• Explain how data will be used and protected
• Ask if they have questions before proceeding
• Obtain verbal or written consent (document this)

📋 CONSENT SCRIPT EXAMPLE“Hello, my name is [NAME]. I am working with YACA to evaluate a project that trained youth in digital storytelling for transitional justice. We would like to hear about your experiences. This will take about [TIME]. Your participation is completely voluntary. You can skip any question or stop at any time. Your answers will be kept confidential and used only for evaluation purposes. Do you have any questions? Do you agree to participate?”

2.3 Confidentiality and Data Protection

• Never share individual responses with others
• Store completed questionnaires securely (locked bags/boxes)
• Use participant codes, not names, on all forms
• Do not discuss specific responses in public
• Submit all materials to your supervisor daily
• Delete any digital recordings after transcription

⚠️ WARNING: NEVER take photos of respondents without explicit permission. NEVER share data via unsecured channels like personal WhatsApp groups.

2.4 Handling Sensitive TopicsThis evaluation touches on transitional justice themes that may evoke difficult memories. Be prepared to:

• Watch for signs of distress (tears, silence, agitation, trembling)
• Offer to pause, skip questions, or stop the interview
• Use a calm, empathetic tone throughout
• Never pressure participants to share more than they want
• Provide referral information for psychosocial support if needed

💡 TIP: If a participant becomes visibly distressed, say: ‘I can see this is difficult. Would you like to take a break, skip this question, or stop here? There is no pressure to continue.’

2.5 Mandatory ReportingIf a participant discloses ongoing abuse, immediate danger, or intention to harm themselves or others, you must:

• Thank them for trusting you with this information
• Explain that you have a duty to report for their safety
• Report immediately to your Field Supervisor
• Document the disclosure (what was said, when, where)
• Do NOT promise to keep such disclosures secret

 MODULE 3: TOOL 1 – INDIVIDUAL INTERVIEW QUESTIONNAIRE3.1 Purpose and Target PopulationThe Individual Interview Questionnaire collects quantitative and qualitative data from the 150 youth who directly participated in project training and activities.

Target respondents	150 trained youth leaders (sample: 100 respondents)
Duration	45-60 minutes
Administration Method	Face-to-face interview with enumerator recording responses
Sampling	Census approach – attempt to reach all trained youth; minimum 67% response rate

3.2 Questionnaire Structure

Section	Content	Key Indicators
A	Demographics and Background	Age, gender, location, education, occupation
B	Project Participation	Training attendance, activities completed
C	Digital Storytelling Skills	Skill levels before/after, story creation
D	TJ Knowledge and Participation	Understanding, activities, barriers
E	Advocacy and Policy Influence	Campaign participation, perceived changes
F	Healing and Reconciliation	Personal/community impact
G	Community Engagement	Screenings, dialogues, reach
H	Sustainability and Future Plans	Continued use, support needs
I	Overall Assessment	Satisfaction, recommendations
J	Open-Ended Questions	Stories, challenges, suggestions

3.3 Question Types and How to AdministerClosed-Ended QuestionsThese have pre-defined response options. Read ALL options before the respondent answers.

📋 EXAMPLEQ: What is your current employment status? Read: ‘Are you: (1) Employed full-time, (2) Employed part-time, (3) Self-employed, (4) Student, (5) Unemployed, or (6) Other?’ Circle the number corresponding to their answer.

Likert Scale Questions (1-5 ratings)Explain the scale clearly before each set of rating questions:

📋 SCALE EXPLANATION“I will read some statements. For each one, please tell me how much you agree or disagree: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree”  OR for skill levels: “Please rate your skill level from 1 to 5, where: 1 = No skill at all, 2 = Basic, 3 = Moderate, 4 = Good, 5 = Excellent”

Open-Ended QuestionsWrite responses as close to verbatim as possible. Use probing techniques:

• ‘Can you tell me more about that?’
• ‘What do you mean by [term they used]?’
• ‘Can you give me a specific example?’
• ‘Why do you think that happened?’

3.4 Skip Patterns

⚠️ WARNING: Pay careful attention to skip patterns! They ensure you only ask relevant questions.
If Response to…	Is…	Then…
C4 (Created digital story?)	No	Skip to C7
D4 (Participated in TJ activities?)	No	Skip to D6
E1 (Participated in advocacy?)	No	Skip to E5
G1 (Attended screening?)	No	Skip to G4
G4 (Attended dialogue?)	No	Skip to G7

3.5 Common Challenges and Solutions

Challenge	Solution
Respondent gives vague answer	Probe: ‘Can you be more specific?’ or ‘Can you give an example?’
Respondent answers ‘I don’t know’	First, try rephrasing. If still unclear, record ‘Don’t know’ – do not suggest answers
Respondent’s answer doesn’t fit options	Select ‘Other’ and write their exact response
Respondent is distracted or rushed	Offer to pause or reschedule: ‘Would another time be better?’
Respondent gives contradictory answers	Politely clarify: ‘Earlier you mentioned X, but now Y. Can you help me understand?’
Technical terms confuse respondent	Use simpler language. For ‘transitional justice’, try ‘efforts to address past wrongs and build peace’

3.6 Practice Exercise

📋 ROLE PLAY EXERCISEIn pairs, practice administering Section C (Digital Storytelling Skills).  Person A: Enumerator Person B: Trained youth who created 2 digital stories  Focus on: Reading questions clearly, explaining scales, using skip patterns correctly, probing for details.  Switch roles after 15 minutes. Trainer will observe and provide feedback.

 MODULE 4: TOOL 2 – FOCUS GROUP DISCUSSION GUIDE4.1 Purpose and Target GroupsFGDs gather qualitative data through guided group discussions. They allow us to understand shared experiences, diverse perspectives, and group dynamics.

FGD Group	Description
Group 1	Trained youth who participated in digital storytelling activities
Group 2	Community members who viewed digital stories (online or at screenings)
Group 3	Participants in community dialogues on transitional justice

  4.2 FGD Team Roles

Role	Responsibilities
Facilitator	Leads discussion, asks questions, manages time, ensures all voices heard, maintains neutral stance, handles difficult situations
Note-Taker	Records discussion (detailed notes + audio), tracks speakers, notes non-verbal cues, captures key quotes, assists with logistics

4.3 FGD Structure

Phase	Time	Key Activities
Welcome & Setup	10 min	Introductions, consent, ground rules, ice-breaker
Part 1: Awareness	20 min	How participants learned about project, initial expectations
Part 2: Skills & Knowledge	25 min	Digital storytelling experience, TJ understanding
Part 3: Impact	20 min	Changes in participation, influence, personal growth
Part 4: Healing	15 min	Reconciliation experiences, community changes
Part 5: Sustainability	10 min	Future plans, recommendations
Closing	10 min	Final thoughts, thanks, next steps

4.4 Facilitation TechniquesStarting the Discussion

• Begin with easy, non-threatening questions to build comfort
• Use the ice-breaker: ‘Share your name and one word that describes your experience with this project’
• Establish ground rules together (respect, confidentiality, one person speaks at a time)

Keeping Discussion Flowing

• Use open-ended questions (‘How did you feel when…’ not ‘Did you feel good when…’)
• Pause after questions – allow silence for thinking
• Use verbal encouragers: ‘Interesting’, ‘Tell me more’, ‘Go on’
• Reflect back: ‘So what I’m hearing is…’
• Bridge between speakers: ‘Mary mentioned X. Does anyone have a different experience?’

Managing Dominant and Quiet Participants

💡 TIP: For dominant speakers: ‘Thank you, that’s helpful. Let’s hear from others who haven’t spoken yet.’ For quiet participants: ‘James, we haven’t heard from you. What’s been your experience?’

4.5 Probing Strategies

Probe Type	Purpose	Example
Clarification	Get clearer understanding	‘What do you mean by “changed my life”?’
Elaboration	Get more detail	‘Can you tell us more about that experience?’
Example	Get concrete illustration	‘Can you give us a specific example?’
Contrast	Explore differences	‘How was this different from before the project?’
Devil’s Advocate	Test assumptions	‘Some might say X doesn’t work. How would you respond?’

4.6 Note-Taking Guidelines

• Record audio (with consent) as backup
• Note speaker identifiers (Participant 1, 2, etc. – not names)
• Capture direct quotes when possible (use quotation marks)
• Note non-verbal cues: [laughter], [nodding from several participants], [silence]
• Mark points of agreement/disagreement among participants
• Track time against agenda

4.7 Managing Difficult Situations

Situation	Response
Participant becomes emotional	Pause, acknowledge feelings: ‘Thank you for sharing. Take your time.’ Offer break or option to step out.
Disagreement escalates	‘We can see there are different views here. Both perspectives are valuable. Let’s hear another view.’
Off-topic discussion	‘That’s an interesting point. For our purposes today, let’s focus on [topic]. We can discuss that afterward.’
One person dominates	‘Thank you. I want to make sure we hear from everyone. What do others think?’
Complete silence	Wait 10 seconds. Rephrase question. Call on someone gently: ‘Anna, would you like to start us off?’

4.8 Practice Exercise

📋 FGD SIMULATIONForm groups of 8: 1 Facilitator, 1 Note-Taker, 6 Participants.  Scenario: You are conducting an FGD with trained youth about their digital storytelling experience.  Practice: Part 2 (Digital Storytelling Skills and Knowledge) – 25 minutes  Participants: Play different personalities (one talkative, one quiet, one emotional, one disagreeable).  Debrief: What worked? What was challenging? What would you do differently?

 MODULE 5: TOOL 3 – KEY INFORMANT INTERVIEW GUIDE5.1 Purpose and Informant CategoriesKIIs gather in-depth information from individuals with specialized knowledge about the project, its context, and its outcomes.

Informant Category	Knowledge Areas	Number
YACA Project Staff	Implementation details, challenges, adaptations	3-4
Government Officials	Policy relevance, institutional support, sustainability	2-3
Community Leaders	Community reception, local impact, traditional perspectives	3-4
CSO Representatives	Partnership experiences, sector coordination, gaps	2-3
UN/INGO Staff	Alignment with broader programs, technical quality	2-3
ATJLF Representative	Donor perspective, achievements, value for money	1-2

5.2 Interview Preparation

• Research the informant’s organization and role beforehand
• Review project documents relevant to their area
• Prepare customized questions based on their expertise
• Schedule adequate time (45-60 minutes minimum)
• Choose appropriate location (their office or neutral venue)
• Test recording equipment if using

📋 PRE-INTERVIEW RESEARCHBefore interviewing a government official from the Ministry of Youth: – Review any MOUs between YACA and the Ministry – Note any official events they attended – Prepare questions about youth policy and institutional support – Know current government positions on transitional justice

5.3 Adapting Questions by Informant TypeThe KII guide provides a common framework, but adapt your emphasis based on who you’re interviewing:

Informant Type	Emphasize Questions About…
YACA Staff	Implementation challenges, what worked/didn’t, unexpected outcomes, internal lessons
Government Officials	Policy relevance, institutional ownership, sustainability, scale-up potential
Community Leaders	Community reception, cultural appropriateness, observed changes, traditional TJ links
CSO Partners	Coordination effectiveness, complementarity, gaps in coverage
UN/INGO Staff	Technical quality, alignment with standards, evidence of impact
Donor (ATJLF)	Value for money, achievement of objectives, comparison with other grantees, future funding

5.4 Building Rapport with Key Informants

• Begin with genuine appreciation for their time
• Start with easier, factual questions before probing
• Show that you’ve done your homework about their work
• Listen actively – don’t just wait for your turn to speak
• Be flexible with question order – follow interesting threads
• Respect their expertise while maintaining neutrality

⚠️ WARNING: Key informants may have institutional positions to protect. Be aware of potential bias. Triangulate their information with other sources.

5.5 Getting Quality ResponsesMoving Beyond Generic AnswersIf an informant gives vague or generic responses:

• Ask for specific examples: ‘Can you tell me about a specific instance when…?’
• Request evidence: ‘What did you observe that leads you to that conclusion?’
• Probe for nuance: ‘Were there any situations where this didn’t work as well?’
• Challenge diplomatically: ‘Some might argue the opposite. How would you respond?’

Handling Sensitive InformationKey informants may share sensitive or confidential information:

• Clarify what can be attributed vs. what is off-record
• Assure them you will not attribute critical comments without permission
• Focus on patterns and lessons, not personal criticism
• If they share something damaging, ask: ‘How would you like this to be represented?’

5.6 Practice Exercise

📋 KII ROLE PLAYIn pairs, practice interviewing each other.  Scenario A: Interview a YACA Project Coordinator Scenario B: Interview a County Youth Director  Focus on: Building rapport, adapting questions, probing for specifics, managing sensitive topics.  15 minutes per scenario. Trainer will rotate and provide feedback.

 MODULE 6: DATA QUALITY AND MANAGEMENT6.1 Quality Control ChecklistComplete this checklist for EVERY completed questionnaire/interview:

□	Check
□	All identification fields completed (date, location, enumerator code, respondent code)
□	Consent documented (verbal consent noted or signature obtained)
□	All questions answered (or marked ‘No response’ / ‘Not applicable’ with reason)
□	Skip patterns followed correctly
□	Open-ended responses legible and detailed
□	No contradictory answers (if found, note resolution)
□	Interview duration reasonable (not too short indicating rushed work)
□	Any issues or observations noted in enumerator comments section

6.2 Daily Data Review Process

• Review all completed forms at end of each day
• Check for completeness and legibility
• Flag any issues for supervisor discussion
• Complete Daily Field Report (see Annex)
• Back up audio recordings (FGDs/KIIs) to secure location
• Store physical forms in secure, labeled folders

6.3 Common Data Quality Issues

Issue	Example	Solution
Missing data	Questions left blank	Return to respondent if possible; otherwise note reason
Illegible writing	Cannot read open-ended responses	Review same day while memory fresh; rewrite clearly
Inconsistent responses	Says ‘No’ to training but describes training experience	Note discrepancy; clarify with respondent if possible
Pattern answers	All ‘5’ ratings or all ‘Yes’ answers	Flag for supervisor review; may indicate rushing
Leading responses	Response echoes question wording exactly	Discuss technique with enumerator; retrain if needed

6.4 Data Management Procedures

Task	Procedure
Coding	Each form gets unique code: Location-Tool-Number (e.g., JUB-IIQ-001 for Juba, Individual Interview, number 1)
Storage	Physical forms in locked bags/boxes by location; digital files in password-protected folders
Transmission	Physical forms hand-delivered to Field Supervisor; no email/WhatsApp for raw data
Backup	Audio recordings copied to 2 devices daily; physical forms photocopied before transport
Retention	All raw data retained for 5 years post-evaluation per donor requirements

6.5 Supervisor Review ProcessYour Field Supervisor will:

• Review 100% of completed forms within 24 hours
• Conduct spot-checks (re-contact 10% of respondents to verify)
• Observe at least one interview/FGD per enumerator
• Provide daily feedback on data quality issues
• Address skill gaps through additional coaching

 MODULE 7: FIELD LOGISTICS AND SAFETY7.1 Daily Field Preparation

□	Item / Task
□	Sufficient copies of all tools (+ 20% extra)
□	Pens (multiple), pencils, clipboard
□	Audio recorder with charged batteries/power bank (for FGDs/KIIs)
□	Enumerator ID badge
□	Introduction letter from YACA
□	Contact list (supervisor, team members, emergency contacts)
□	Phone fully charged with airtime/data
□	Water, snacks for full day in field
□	Secure bag for completed forms
□	Review day’s schedule and respondent locations

7.2 Safety ProtocolsGeneral Safety Rules

• Always inform supervisor of your location and expected return time
• Work in pairs when possible, especially in unfamiliar areas
• Carry minimal valuables; keep phone and money secure
• Be aware of surroundings; trust your instincts about unsafe situations
• If situation feels unsafe, leave immediately and report

⚠️ WARNING: If you encounter active conflict, armed groups, or civil unrest: DO NOT proceed. Move to safety immediately. Contact supervisor as soon as safe to do so. DO NOT put yourself at risk to complete interviews.

COVID-19 and Health Precautions

• Carry hand sanitizer; use before and after each interview
• Conduct interviews in well-ventilated spaces when possible
• Do not conduct interviews if you have symptoms
• Reschedule if respondent appears unwell

7.3 Cultural Sensitivity Guidelines

• Dress modestly and appropriately for local context
• Learn and use appropriate greetings in local languages
• Respect local customs around gender interaction
• Be patient – relationship-building takes time
• Accept hospitality graciously (tea, water) when offered
• Avoid discussing politics or taking sides in local disputes
• Recognize that ‘transitional justice’ may be understood differently in traditional contexts

💡 TIP: In South Sudan, building trust often requires spending time in casual conversation before ‘getting to business.’ Budget extra time for introductions and don’t rush into questions.

7.4 Emergency Contacts

Contact	Number
Field Supervisor	[TO BE COMPLETED]
YACA Office – Juba	[TO BE COMPLETED]
Evaluation Team Lead	[TO BE COMPLETED]
Police Emergency	777
Medical Emergency	[TO BE COMPLETED]
UN Security (if applicable)	[TO BE COMPLETED]

ANNEXESAnnex A: Three-Day Training Schedule

Day	Time	Session
Day 1	9:00-10:30	Module 1: Introduction & Project Overview
	10:30-10:45	Tea Break
	10:45-12:30	Module 2: Research Ethics
	12:30-13:30	Lunch
	13:30-15:30	Module 3: Individual Interview Questionnaire (Part 1)
	15:30-15:45	Tea Break
	15:45-17:00	Module 3: Individual Interview Practice
Day 2	9:00-10:30	Module 3 Review & Additional Practice
	10:30-10:45	Tea Break
	10:45-12:30	Module 4: FGD Guide (Part 1 – Concepts)
	12:30-13:30	Lunch
	13:30-15:30	Module 4: FGD Simulation Exercise
	15:30-15:45	Tea Break
	15:45-17:00	Module 5: KII Guide
Day 3	9:00-10:30	Module 5: KII Role Play Exercises
	10:30-10:45	Tea Break
	10:45-12:00	Module 6: Data Quality & Management
	12:00-12:30	Module 7: Field Logistics & Safety
	12:30-13:30	Lunch
	13:30-15:00	Competency Assessment (Written & Practical)
	15:00-15:30	Team Assignments & Field Planning
	15:30-16:00	Q&A, Closing, Certificate Distribution

  Annex B: Enumerator Competency AssessmentEach enumerator must demonstrate competency in the following areas:

Competency Area	Pass	Needs Work	Fail
Explains project & consent clearly	□	□	□
Reads questions accurately without leading	□	□	□
Follows skip patterns correctly	□	□	□
Uses appropriate probing techniques	□	□	□
Records responses accurately & legibly	□	□	□
Manages time appropriately	□	□	□
Handles sensitive topics ethically	□	□	□
Demonstrates cultural sensitivity	□	□	□
Maintains professional demeanor	□	□	□
Completes quality control checklist	□	□	□

Minimum requirement: Pass in 8/10 areas with no Fails to be certified for field work.Annex C: Daily Field Report Template

Date:
Enumerator Name/Code:
Location:
Interviews Completed (IIQ):	Target: ___   Completed: ___   Refused: ___   Not found: ___
FGDs Conducted:	Target: ___   Completed: ___   Participants: ___
KIIs Conducted:	Target: ___   Completed: ___   Rescheduled: ___
Challenges Encountered:
How Addressed:
Quality Issues Noted:
Support Needed:
Plan for Tomorrow:
Supervisor Signature:

— END OF TRAINING GUIDE —