HNP-HEALTH SERVEY
Item
- Title
- HNP-HEALTH SERVEY
- extracted text
-
RF_COM_H_69_4_SUDHA
GOVERNMENT OF KARNATAKA
Health & FamHy Welfare Department
334170S
Fax:3349142
E-maikksaps'fl bsl.vsnl.net.in
a
tj
S It
No 13. 5th Mam. 10th Cross. 12J' Block. Kumara Park (West). Behind 8DA. Bangalore - 20
"
No.KSAPS/AIDS/IEC/28/000-01
March 26, 2001
Sub: One day training workshop on Data based Media Planning and Materials
Development for HIV/A1DS Dt:30.03.2001 - reg Agenda
9.30 am
to
10.00 am
10.00 am
to
10.10 am
10.10 am
to
10.30 am
10.30 am
to
10.45 am
10.45 am
to
1.00 pm
1.00 pm
to
2.00 pm
2.00 pm
to
3.30 pm
3.30 pm
to
3.45 pm.
3.45 pm
to
4.30 pm
4.30 pm
to
5.00 pm
Registration
Welcome
Objectives of the Training Workshop and
Inaugural Address
Additional Project Director,
KSAPS
Project Director, KSAPS &
Commissioner, Health & FW
Tea break
Information, Education and
Communication:
Data based Development of 1EC strategy
♦
♦
Dr.Bella Mody,
UNICEF, New Delhi and
Professor, College of
Communication,
Michigan State
University
Participant discussions
♦
♦
Dr.Bella Mody
Participant discussions
♦
♦
Dr.Bella Mody
Participant discussions
Lunch
(Continued)
Tea break
(Continued)
Organising for data based Communication
Strategy Development
I
TABLE OF CONTENTS
demographics & tv. radio, cinema, internet
table no.
PAGE NO.
description
i -icie 4C1
Page 19
PROFILE OF DECISION MAKER OF DURABLES
all adults
s
(SEX/ AGE BY TOWN/ VILLAGE CLASS)
'able 4C2
Page 20
3
PROFILE OF DECISION MAKER OF DURABLES
(EDUCATION/ OCCUPATION BY TOWN/ VILLAGE CLASS)
1 able 5A1
Page 21
LANGUAGE SPOKEN AT HOME BY STATES (NORTH ZONE,
Table 5A2
Page 23
LANGUAGE SPOKEN AT HOME BY STATES (EAST ZONE)
1 able 5A3
Page 25
LANGUAGE SPOKEN AT HOME BY STATES (WEST ZONE)
^^ble 5A4
Page 2-7
LANGUAGE SPOKEN AT HOME BY STATES (SOUTH ZONE)
lable 5B1
Page 29
LANGUAGE SPOKEN AT HOME BY METROS
I able 5B2
Page 31
LANGUAGE SPOKEN AT HOME BY METROS
lable 6A1
Page 33
TV OWNERSHIP BY TOWN/ VILLAGE CLASS
•able 6A2
Page 34
TV OWNERSHIP BY TOWN/ VILLAGE CLASS (CONTD.)
I able 6B1
Page 35
TV OWNERSHIP BY SEC
'able 6B2
Page 36
TV OWNERSHIP BY SEC(cont.)
I able 7 A
Page 37
TV VIEWERSHIP FREQUENCY BY TOWN/ VILLAGE CLASS
I able 7B
Page 38
TV VIEWERSHIP FREQUENCY BY SEC
lable 7C
Page 39
TV VIEWERSHIP FREQUENCY BY'AGE
£>ie 7Di
Page 40
TV VIEWERSHIP FREQUENCY BY
a
E
B
1
OCCUPATION (Urban + Rural)
1
!
1
;
l.ible7D2
Page 41
TV VIEWERSHIP FREQUENCY BY OCCUPATION (Urban'
i
i able 703
Page 42
TV VIEWERSHIP FREQUENCY BY OCCUPATION (Rural)
I able 8A
Page 43
TV VIEWERSHIP INTENSITY BY TOWN' VILLAGE CLASS
I able 8B
Page 44
TV VIEWERSHIP INTENSITY BY SEC
' able 8C
Page 45
TV VIEWERSHIP INTENSITY BY AGE
Page 46
TV VIEWERSHIP INTENSITY BY
'able 801
1
I
OCCUPATION (Urban - Rural)
'
1
i
"able 802
i
’ .ib'e 803
Page 48
-abeSA
• 2
47
TV VIEWERSHIP INTENSITY BY
OCCU.-a. ON (U’ban - Rural)
4j
TV VIEWERSHIP '.‘.TENSITY BY CCC'_ = AT.QN ~
CHANCE.S 'ONES AVAILABLE BY 70.‘. N
Ji
..o SLA
TABLE OF CONTENTS
•
DEMOGRAPHICS & TV, RADIO, CINEMA, INTERNET
table no.
PAGE NO.
DESCRIPTION
Table =3
Page 55
CHANNELS TUNED/ AVAILABLE BY SEC
Table 10A
Page 61
LANGUAGE OF TV VIEWERSHIP BY TOWN/ VILLAGE CLASS
Table 103
Page 62
LANGUAGE OF TV VIEWERSHIP BY SEC
Table IOC
Page 63
LANGUAGE OF TV VIEWERSHIP BY AGE
Table 10D1
Page 64
LANGUAGE OF TV VIEWERSHIP BY
ALL ADULTS
OCCUPATION(UR8AN+RURAL)
Table 10D2
Page 65
LANGUAGE OF TV VIEWERSHIP BY OCCUPATION(URBAN)
Table 1003
Page 66
LANGUAGE OF TV VIEWERSHIP BY OCCUPATION(RURAL)
Table 11A
Page 67
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
TOWN/VILLAGE CLASS
Table 113
Page 73
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY SEC
Table 11C
Page 79
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY AGE
Table 1101
Page 85
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION (URBAN+RURAL)
Table 1102
Page 91
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION (URBAN)
. Table 11D3
Page 97
-.-a
fable 12A
>
Page 101
fable 12C
■ Table 1201
OWNERSHIP OF RADIO/LISTENED TO RADIO BY
TOWN/VILLAGE CLASS
■
Table 123
.
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION(RURAL)
Page 102
OWNERSHIP OF RADIO/LISTENED TO RADIO BY SEC
Page 103
OWNERSHIP OF RADIO/LISTENED TO RADIO BY AGE
Page 104
LISTENED TO RADIO IN LAST 3 MONTHS BY
..
OCCUPATION(URBAN+RURAL)
.Table 1202
Page 104
LISTENED TO RADIO IN LAST 3 MONTHS BY
OCCUPATION(URBAN)
I fable' 1203
.7- ■ ■
Page 105
LISTENED TO RADIO IN LAST 3 MONTHS BY
OCCUPATION(RURAL)
; Table 13A
: Table 133
.Table 13C
i_
Page 107
RADIO LISTENERSHIP FREQUENCY BY TOWN/ VILLAGE CLASS
Page 108
RADIO LISTENERSHIP FREQUENCY BY SEC
Page 109
RADIO LISTENERSHIP FREQUENCY BY AGE
TABLE OF CONTENTS
DEMOGRAPHICS & TV. RADIO, CINEMA, INTERNET
TABLE NO.
PAGE NO.
DESCRIPTION
Table 1301
Page 110
RADIO LISTENERSHIP FREQUENCY BY
ALL ADULT:
OCCUPATION(URBAN+RURAL)
Table 13D2
Page 111
RADIO LISTENERSHIP FREQUENCY BY OCCUPATION(URBAN)
Table 13D3
Page 112
RADIO LISTENERSHIP FREQUENCY BY OCCUPATION(RURAL)
Table 14A
Page 113
RADIO LISTENERSHIP INTENSITY BY TOWN/ VILLAGE CLASS
Table 14B
Page 114
RADIO LISTENERSHIP INTENSITY BY SEC
Table 14C
Page 115
RADIO LISTENERSHIP INTENSITY BY AGE
Table 1401
Page 116
RADIO LISTENERSHIP INTENSITY BY
OCCUPATION(URBAN+RURAL)
Table 1402
Page 117
RADIO LISTENERSHIP INTENSITY BY OCCUPATION(URBAN)
Table 14D3
Page 118
RADIO LISTENERSHIP INTENSITY BY OCCUPATION(RURAL)
Table 15A
Page 119
RADIO STATIONS LAST LISTENED TO BY
TOWN/VILLAGE CLASS
Table 15B
Page 120
RADIO STATIONS LAST LISTENED TO BY SEC
Table 15C
Page 121
RADIO STATIONS LAST LISTENED TO BY AGE
Table 1501
Page 122
RADIO STATIONS LAST LISTENED TO BY
OCCUPATION(URBAN+RURAL)
Table 1502
Page 123
RADIO STATIONS LAST LISTENED TO BY OCCUPATION(URBAN)
Table 1503
Page 124
RADIO STATIONS LAST LISTENED TO BY OCCUPATICN(RURAL)
Page 125
LANGUAGE OF RADIO LISTENERSHIP BY
^Table 16A
TOWN/VILLAGE CLASS
Table 16B
Page 126
LANGUAGE OF RADIO LISTERNERSHIP BY SEC
Table.16C
Page 127
LANGUAGE OF RADIO LISTENERSHIP BY AGE
Table 1601
Page 128
LANGUAGE OF RADIO LISTENERSHIP BY
OCCUPATION(URBAN+RURAL)
Table 16D2
Page 129
LANGUAGE OF RADIO LISTENERSHIP BY OCCUPATION-URBAN)
fable 1603
Page 130
LANGUAGE OF RADIO LISTENERSHIP BY OCCUPATION =URAL-
Table 17A
Page 131
TYPE OF PROGRAMMES LISTENED TO BY
TOWN/VILLAGE CLASS
Table 178
Page 132
TYPE OF PROGRAMMES LISTENED TO BY SEC
TABLE OF CONTENTS
DEMOGRAPHICS & TV, RADIO, CINEMA, INTERNET
TABLE NO.
PAGE NO.
DESCRIPTION
Table 17C
Page 133
TYPE OF PROGRAMMES LISTENED TO BY AGE
Table 17D1
Page 134
TYPE OF PROGRAMMES LISTENED TO BY
ALL ADULTS
OCCUPATION(URBAN+RURAL)
Table 17D2
Page 135
TYPE OF PROGRAMMES LISTENED TO BY
OCCUPATION(URBAN)
Table 17D3
Page 136
TYPE OF PROGRAMMES LISTENED TO BY
OCCUPATION(RURAL)
Table 18A
Page 137
CINEMA VISITING HABITS BY TOWN/ VILLAGE CLASS
Table 18B
Page 138
CINEMA VISITING HABITS BY SEC
Table 18C
Page 139
CINEMA VISITING HABITS BY AGE
Table 1801
Page 140
CINEMA VISITING HABITS BY OCCUPATION(URBAN+RURAL)
Table 1802
Page 141
CINEMA VISITING HABITS BY OCCUPATION(URBAN)
Table 1803. P
age 142
CINEMA VISITING HABITS BY OCCUPATION(RURAL)
Table 19A
Page 143
VIDEO PARLOUR VISITING HABITS FREQUENCY BY
TOWN/VILLAGE CLASS
TAble 19B
Page 144
VIDEO PARLOUR VISITING HABITS FREQUENCY BY SEC
Table 19C
Page 145
VIDEO PARLOUR VISITING HABITS FREQUENCY BY AGE
Table 1901
Page 146
VIDEO PARLOUR VISITING HABITS BY
OCCUPATION(URBAN+RURAL)
Table 19D2
Page 147
VIDEO PARLOUR VISITING HABITS BY OCCUPATION(URBAN)
Table 1903
Page 148
VIDEO PARLOUR VISITING HABITS BY OCCUPATION(RURAL)
Table 20A
Page 149
WATCHING A MOBILE VAN HABITS FREQUENCY BY
VILLAGE CLASS & AGE
Table 20D3
Page 150
WATCHING A MOBILE VAN HABITS- FREQUENCY BY
OCCUPATION
Table 21A
Page 151
ACCESS OF INTERNET BY TOWN CLASS & SEC
Table 21B
Page 152
ACCESS OF INTERNET BY AGE & OCCUPATION
Taele 22A
Page 153
INTERNET ACCESS FREQUENCY INTENSITY BY
TOWN CLASS 3 SEC
i sole
Page 154
INTERNET ACCESS FREQUENCY INTENSITY BY
AGE & OCCUPATION
TABLE OF CONTENTS
DEMOGRAPHICS & TV, RADIO, CINEMA, INTERNET
TABLE NO.
PAGE NO.
Table 23A
Page 155
DESCRIPTION
RELATIVE MEDIA EXPOSURE INTENSITY BY
TOWN/VILLAGE CLASS
Table 23B
Page 156
RELATIVE MEDIA EXPOSURE INTENSITY BY SEC
Table 23C
Page 157
RELATIVE MEDIA EXPOSURE INTENSITY BY AGE
Table 23D1
Page 158
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(URBAN+RURAL)
Table 23D2
Page 159
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(URBAN)
Table 23D3
Page 160
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(RURAL)
Table 24A
Page 161
DUPLICATION OF MEDIA-BY PRESS
Table 248
Page 162
DUPLICATION OF MEDIA-BY TV
Table 24C
Page 163
DUPLICATION OF MEDIA- BY RADIO
Table 24D
Page 164
DUPLICATION OF MEDIA- BY CINEMA
ALL ADULT!
National Readership Survey 2000
(Round 1+2)
All India
IMRB
TG: 15-25 yrs SEC C/D/E in /1PSB25KTKA
Priority A Market Total
Karnataka
(000's)
%
Total Adult Population
Target Group Population
Unweighted Sample Size
34213
2972
1290
9
Westernisation
Level 1
Level 2
Level 3
Level 4
Level 5
1843
897
211
21
#
62
30.2
7.1
0.7
#
Affluence
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
859
442
856
628
132
35
11
8
28.9
14.9
28.8
21.1
4.4
1.2
0.4
0.3
Exposed To Media
Exposed To Press
Exposed To Radio
Exposed To TV
Exposed To Cinema
Exposed To Internet
1802
833
2550
1872
11
60.6
28
85.8
63
0.4
Media Combinations
P orT
P or R
P orC
P or I
T or R
TorC
T or I
R or C
R or I
C or I
P or T or R
P or T or C
P or T or I
P or R or C
P or R or I
P or C or I
T or R or C
T or R or I
T or C or I
2725
2013
2459
1802
2710
2759
2550
2129
842
1873
2783
2844
2725
2524
2013
2459
2832
2710
2759
91.7
67.7
82.8
60.6
91.2
92.9
85.8
71.7
28.3
63
93.7
95.7
91.7
84.9
67.7
82.8
95.3
91.2
92.9
R or C or 1
P or T or R or C
P or T or R or 1
P or T or C or 1
P or R or C or 1
T or R or C or 1
P or T or R or C or 1
Media Duplications
Only Press
Only TV
Only Radio
Only Cinema
Only Internet
P and T
P and R
P and C
P and 1
T and R
T and C
T and 1
R and C
R and 1
C and 1
P and T and R
P and T and C
P and T and 1
P and R and C
P and R and 1
P and C and 1
T and R and C
T and R and 1
T and C and 1
R and C and 1
P and T and R and C
P and T and R and 1
P and T and C and 1
P and R and C and 1
T and R and C and 1
P and T and R and C and 1
Pop Strata
Town Class
Top 8 Metros
Other 10 lakh + Towns
5 to 10 lakh towns
1 to 5 lakh towns
Below 1 lakh towns
Village Class
5001 +
2001 - 5000
1001 - 2000
Upto 1000
2131
2860
2783
2844
2524
2832
2860
71.7
96.2
93.7
95.7
84.9
95.3
96.2
28
336
16
76
0.9
11.3
0.5
2.6
#
1627
621
1214
11
673
1662
11
575
1
9
520
1124
11
429
1
9
488
1
9
1
384
1
9
1
1
1
#
54.8
20.9
40.9
0.4
22.6
55.9
0.4
19.4
0
0.3
17.5
37.8
0.4
14.4
0
0.3
16.4
0
0.3
0
12.9
0
0.3
0
0
0
29.7
882
#
#
243
768
1078
8.2
25.8
36.3
0
0
0
0
0
0
0
0
Socio Economic Class
A1 +
A1A2
B1
B2
C
D
E1
E2
Sex
Male
Female
#
#
#
#
it-
#
it
#
#
tt
%
950
32 'W-y-
1033
278
712
34.7
I
9.3
23.9 /<.(.<
1474
1497
49.6
50.4
Age
15 Yrs. - 19 Yrs.
20 Yrs. - 24 Yrs.
25 Yrs. - 34 Yrs.
35 Yrs. - 44 Yrs.
45 Yrs. +
1325
1273
374
44.6
42.8
12.6
#
#
#
#
Education
Illiterate
Literate (No School)
School Upto 4 Years
Schoo! 5 To 9 Years
SSC/HSC
Above HSC-Not Graduate
Graduate-General
Post Graduate-General
Grad/Post Graduate-Professional
551
34
136
815
1023
268
122
11
11
18.6
1.1
4.6
27.4
34.4
9
4.1
0.4
0.4
1210
749
277
360
171
81
4
# .
96
11
8
4
#
40.7
25.2,
9.3
12.1,
5.8
2.7
0.1
#
3.2
0.4
0.3
0.1
#
#
#
#
#
#
#
#
#
#
#
#
#
Occupation
' Jnemployed/Housewife/Retired
Student
Unskilled Workers
Skilled Workers
Petty Traders
Shop Owners
Businessmen/lndustrialists
Self Employed Professionals
Clerks/Salesmen
Supervisory Level
Officers/Executives-Junior
Officers/Executives-Middle/Senior
Zamindar/Landowner+Cultivator
Zamindar / Landowner - Non Cultivator
Farmar / Cultivator But Not Landowner
Agricultural Labourer
Herdsmen / Fishermen / Poultry
Artisan / Craftsmen
Others
■
CWE Profile
CWE Sex
.
. ...
'-<^<2. 1
soTCrcU
17-^7
Male
Female
2725
246
91.7
8.3
CWE Age
15 Yrs. - 19 Yrs.
20 Yrs. - 24 Yrs.
25 Yrs. - 34 Yrs.
35 Yrs. - 44 Yrs.
45 Yrs. +
40
327
693
527
1384
1.4
11
23.3
17.7
46.6
720
57
308
973
820
89
4
24.2
1.9
10.4
32.8
27.6
3
0.1
CWE Education
Illiterate
Literate (No School)
School Upto 4 Years
School 5-9 Years
SSC/HSC
Above HSC-Not Graduate
Graduate-General
Post Graduate-General
Grad/Post Graduate-Professional
CWE Occupation
Unemployed/Housewife/Retired
Student
Unskilled Workers
Skilled Workers
Petr.’ I raders
Shop Owners
Businessmen/lndustrialists
Self Employed Professionals
Clerks/Salesmen
Supervisory Level
Officers/Executives-Junior
Officers/Executives-Middle/Senior
Zamindar/Landowner+Cultivator
Zamindar/ Landowner - Non Cultivator
Farmar/ Cultivator But Not Landowner
Agricultural Labourer
Herdsmen ! Fishermen / Poultry
Artisan / Craftsmen
Others
HH Profile
HH Sex
Male
Female
#
#
#
#
208
1
701
905
562
274
#
7
0
23.6
30.5
18.9
9.2
#
3
201
116
0.1
6.8
3.9
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
44
e]
1455
1517
49
51
HH Age
15 Yrs. - 19 Yrs.
20 Yrs. - 24 Yrs.
25 Yrs. - 34 Yrs.
35 Yrs. - 44 Yrs.
45 Yrs. +
62
283
580
757
1291
2.1
9.5
19.5
25.5
43.4
HH Education
Illiterate
720
24.2
Literate (No School)
School Upto 4 Years
School 5-9 Years
SSC/HSC
Above HSC-Not Graduate
Graduate-General
Post Graduate-General
Grad/Post Graduate-Professional
HH Occupation
Unemployed/Housewife/Retired
Student
Unskilled Workers
Skilled Workers
Petty Traders
Shop Owners
Businessmen/lndustrialists
Self Employed Professionals
Clerks/Salesmen
Supervisory Level
Officers/Executives-Junior
Officers/Executives-Middle/Senior
Zamindar/Landowner+Cultivator
Zamindar / Landowner - Non Cultivator
Farmar / Cultivator But Not Landowner
Agricultural Labourer
Herdsmen / Fishermen / Poultry
Artisan / Craftsmen
Others
57
308
973
820
89
4
1.9
10.4
32 8
27.6
3
0.1
#
#
#
#
1334
21
515
426
323
182
#
#
121
49
#
1
#
#
#
#
44.9
0.7
17.3
14.3
10.9
6.1
#
#
4.1
1.6
#
#
#
#
0
#
#
#
#
#
#
#
DM Profile
DM Sex
Male
Female
2465
507
82.9
17.1
DM Age
15 Yrs. - 19 Yrs.
20 Yrs. - 24 Yrs.
25 Yrs. - 34 Yrs.
35 Yrs. - 44 Yrs.
45 Yrs. +
41
304
645
562
1420
1.4
10.2
21.7
18.9
47.8
828
73
297
932
743
81
14
27.9
2.4
10
31.4
25
2.7
0.5
DM Education
Illiterate
Literate (No School)
School Upto 4 Years
School 5-9 Years
SSC/HSC
Above HSC-Not Graduate
Graduate-General
Post Graduate-General
Grad/Post Graduate-Professional
DM Occupation
Unemployed/Housewife/Retired
Student
t
4
0.1
463
10
15.6
0.3
Unskilled Workers
Skilled Workers
Petty Traders
Shop Owners
Businessmen/lndustrialists
Self Employed Professionals
Clerks/Salesmen
Supervisory Level
Officers/Executives-Junior
Officers/Executives-Middle/Senior
Zamindar/Landowner+Cultivator
Zamindar / Landowner - Non Cultivator
Farmar/ Cultivator But Not Landowner
Agricultural Labourer
Herdsmen / Fishermen / Poultry
Artisan / Craftsmen
Others
Marital Status
Never Married
Married
Widowed
Divo'ced/Separated
Not Specified
647
786
510
266
#
3
176
109
2
21.8
26.5
17.2
9
#
0.1
5.9
3.7
0.1
it
it
it
it
it
it
it
it
#
#
it
it
it
it
it
#
2043
924
2
2
68.8
31.1
0.1
0.1
it
it
No. Of Employees
None
01 To 09
10+
Monthly HHLD Income
Upto Rs. 500
Rs. 501 - Rs. 750
Rs. 751 - Rs. 1000
Rs. 1001 - Rs. 1500
Rs. 1501 - Rs. 2000
Rs. 2001 - Rs. 2500
Rs. 2501 - Rs. 3000
Rs. 3001 - Rs. 4000
Rs. 4001 - Rs. 5000
Rs. 5001 - Rs. 6000
Rs. 6001 - Rs. 10000
Rs. 10001 - Rs. 15000
Rs. 15001 - Rs. 20000
Rs. 20001 - Rs. 30000
Rs. 30001 - Rs. 40000
Rs. 40001 & Above
No Cash Income
Languages Can Read
Assamese
Bengali
English
Gujarati
Hindi
Kannada
78
65
191
473
485
298
414
394
282
152
111
25
2
2.6
2.2
6.4
15.9
16.3
10
13.9
13.3
9.5
5.1
3.8
0.9
0.1
#
it
it
it
#
it
tt
it
it
#
7
1113
7
785
2048
0.2
37.5
0.2
26.4
68.9
Kashmiri
Konkani
Malayalam
Marathi
Oriya
Punjabi
Rajasthani
Sindhi
Tamil
Telugu
Urdu
Sanskrit
Other Indian Languages
Other Foreign Languages
None
Mother Tongue
Assamese
Bengali
English
Gujarati
Hindi
Kannada
Kashmiri
Konkani
Malayalam
Marathi
Oriya
Punjabi
Rajasthani
Sindhi
Tamil
Telugu
Urdu
Sanskrit
Other Indian Languages
Other Foreign Languages
Publication Reading Language
Assamese
Bengali
English
Gujarati
Hindi
Kannada
Kashmiri
Konkani
Malayalam
Marathi
Oriya
Punjabi
Rajasthani
Sindhi
Tamil
Telugu
Urdu
#
#
#
#
0.4
4.8
0.1
12
144
2
#
#
#
#
#
#
154
163
250
4
5
5.2
5.5
8.4
0.1
0.2
#
#
551
18.6
2
#
0.1
#
1
0
#
#
52
1465
1.8
49.3
#
0.8
1.7
4.5
0
#
24
50
134
1
#
#
#
#
0.1
8.6
9.8
19
0.1
4.1
0
2
257
293
564
3
121
1
#
#
#
#
619
#
128
1567
#
#
#
20.8
#
4.3
52.7
#
#
#
89
3
#
#
#
#
#
#
#
#
72
69
71
2.4
2.3
2.4
#
#
Sanskrit
Other Indian Languages
Other Foreign Languages
None
#
#
#
#
19.7
586
Agricultural Land
Have Agricultural Land
Agricultural Land Ownership
Own Land
Own Land In Same Village
Own Land In Another Village
#
#
#
#
#
#
#
#
Leased Agricultural Land
Leased Land
Leasee Land In Same Village
Leased Land In Another Village
#
#
#
#
#
#
Type Of House
Pucca
Kutcha
Semi Pucca
#
#
#
#
No Of Storeys
Ground Floor
Ground + 1 Storey
Ground + 2 Or More Storeys
#
#
#
#
#
#
Place Of Washing Clothes
In House
Outside House
Common Well
River / Pond
#
#
#
#
#
#
#
#
Source Of Drinking Water
Tap/Piped Water
Well
Tube/Bore Well
River/Lake/Pond/Cannal
Others
Source Of Water For Washing
Tap/Piped Water
Well
Tube/Bore Well
River/Lake/Pond/Cannal
Others
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
TV Related Parameters
Owners Of TV
Non Owners of TV
2049
922
69
31
2033
68.4
No Of TV's
1
2
15
1
0.5
0
Kind Of Set
Color TV
B and W TV
Both Color & B and W
552
1485
12
18.6
50
0.4
Has Remote Control
453
15.2
281
1182
235
352
9.4
39.8
7.9
11.9
30
1
3+
No Of Channels
8
09 To 12
13 To 30
31 +
Has Cable Converter
No Of Converter Channels
8
09 To 12
13 To 30
31 +
#
#
#
#
7
15
0.2
0.5
Type Of Reception
Own/Ordinary Antenna
Satellite Dish Antenna
Through Cable Operator
Through Other Means
1134
2
1337
21
38.2
0.1
45
0.7
Household Type
C&S
Non C & S
1356
693
45.6
23.3
Non Owners of TV
922
31
TV Viewing Intensity
Heavy
Medium
Light
Non Viewer
1829
535
187
421
61.5
18
6.3
14.2
TV Watched In Last 3 Months
2550
85.8
TV Viewing Frequency
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
< 1 Day
Non Viewer
Avg TV Viewing Freq.
108
48
54
38
52
24
2225
2
421
5.6
3.6
1.6
1.8
1.3
1.8
0.8
74.9
0.1
14.2
Watch On Sunday/Holiday
Did Not Watch
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1 + Hours
44
40
144
472
738
714
242
103
22
31
1.5
1.4
4.9
15.9
24.8
24
8.1
3.5
0.8
1
Watch On Weekday
Did Not Watch
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1+ Hours
Avg. No. Of Minutes Watched on Sunday
Avg. No. Of Minutes Watched on MON-SAT
Avg. No. Of Minutes Watched in a Week
95
82
443
744
664
389
93
30
7
4
169
656
825
3.2
2.8
14.9
25.1
22.4
13.1
3.1
1
0.2
0.1
TV SunDay TimeSlots
BEFORE 06.00 AM
06.00 AM - 06.59 AM
07.00 AM - 07.59 AM
08.00 AM - 08.59 AM
09.00 AM - 09.29 AM
09.30 AM - 10.59 AM
11.00 AM - 12.29 AM
12.30 AM-01.29 PM
01.30 PM-02.59 PM
03.00 PM - 05.29 PM
05.30 PM -06.59 PM
07.00 PM -07.59 PM
08.00 PM - 08.29 PM
08.30 PM - 08.59 PM
09.00 PM - 09.29 PM
09.30 PM - 09.59 PM
10.00 PM - 10.29 PM
10.30 PM-10.59 PM
11.00 PM ONWARDS
2
18
212
341
607
670
479
431
604
1295
1433
1579
1382
1109
1078
851
446
207
100
0.1
0.6
7.1
11.5
20.4
22.5
16.1
14.5
20.3
43.6
48.2
53.1
46.5
37.3
36.3
28.6
15
6.9
3.4
TV WeekDay TimeSlots
BEFORE 06.00 AM
06.00 AM - 06.59 AM
07.00 AM - 07.59 AM
08.00 AM - 08.59 AM
09.00 AM - 09.29 AM
09.30 AM- 10.59 AM
11.00 AM - 12.29 AM
1
23
83
146
156
141
188
0
0.8
2.8
4.9
5.3
4.7
6.3
12.30 AM-01.29 PM
01.30 PM-02.59 PM
03.00 PM - 05.29 PM
05.30 PM - 06.59 PM
07.00 PM -07.59 PM
08.00 PM - 08.29 PM
08.30 PM - 08.59 PM
09.00 PM - 09.29 PM
09.30 PM-09.59 PM
10.00 PM - 10.29 PM
10.30 PM - 10.59 PM
11.00 PM ON WARDS
Channels Watched Normally
Any DD
Any Star
Any Zee
Any Sun
Any NEWS Channel
Any Music Channel
Any Sports Channel
Any Movie Channel
DD 1 (National)
DD 2 (Metro)
DD 4 (Malayalam)
DD 5 (Tamil)
DD 6 (Oriya)
DD 7 (Bengali)
DD 8 (Telugu)
DD 9 (Kannada)
DD 10 (Marathi)
DD 11 (Gujarati)
DD 12 (Pun./Kash)
DD 13 (Assam/N.E.)
DD 14 (Rajasthan)
DD 16 (Bhojpuri [U.P.j
DD 17 (Bihar)
DD Sports
AXN (Action TV)
Asianet
ATN
ATN Bangla
BBC
Calcutta Cable Netwo.-k
Channel V
Cine Cable Channel
CNBC
CNN
CVO
DD (India)
Discovery
Dubai TV
Eenadu TV / Etv
ESPN
Gemini TV
Hallmark Movies
269
500
507
656
1409
1488
1259
1235
1043
553
257
138
9.1
16.8
17.1
22.1
47.4
50.1
42.4
41.6
35.1
18.6
8.6
4.6
1845
525
712
437
73
564
506
499
1652
228
3
4
<62.1?
#
#
#
17.7
24
■ 14.71
2.5
19
17
16.8
55.6
7.7
0.1
0.1
#
24
515
3
0.8
17.3
0.1
#
#
#
#
#
it
it
#
#
#
#
#
1
0.7
0.9
1.4
0.1
1.1
29
21
27
41
2
33
#
#
2
0.1
60
4
#
#
3
36
7
146
8
497
268
367
1
0.1
1.2
0.2
4.9
0.3
16.7
9
12.3
0
Home TV
In Cablenet
Music Asia
Music TV
National Geog Channel
PTV
Punjab/Punjabi World
Raj TV
Saudi TV
Siti Cable
Sony Entertainment P/
Star Sports
Star Chinese
Star Movies
Star News
Star Plus
Star World
Sun TV/Sun Music
Sun Movies
Surya TV
TVI
TV Sports
TNT'Cartoon Net
Udaya TV
VCR/Games/LD
Vijay TV
Yes Gujarati
Zee TV
Zee Cinema
Zee india TV
Cable Op.-Eng
Cable Op.-Reg
Cable Op.-Hin
Zee News
ABV Of Channels
Any DD
Any Star
Any Zee
Any Sun
Any Sports Channel
Any Music Channel
Any NEWS Channel
Any Movie Channel
DD 1 (National)
DD 2 (Metro)
DD 4 (Malayalam)
DD 5 (Tamil)
DD 8 (Oriya)
DD 7 (Bengali)
DD 8 (Telugu)
DD 9 (Kannada)
DD 10 (Marathi)
DD 11 (Gujarati)
DD 12 (Pun./Kash)
DD 13 (Assam/N.E.)
1.2
0.5
2.6
3.8
2.9
35
14
79
112
86
#
#
#
#
94
3
158
383
383
2
100
45
165
17
411
44
12
7
18
23
1223
18
59
10
623
164
36
23
85
58
5
3.1
0.1
5.3
12.9
12.9
0.1
3.4
1.5
5.6
0.6
13.8
1.5
0.4
0.2
0.6
0.8
41.2.’
0.6
2
0.4
21
5.5
1.2
0.8
2.9
2
0.2
2031
1091
1183
872
1067
1036
509
979
1982
978
94
153
10
. 23
183
1141
52
9
3
#
68.3
36.7
39.8
29.3
35.9
34.9
17.1
32.9
66.7
32.9
3.2
5.2
0.3
0.8
6.1
38.4
1.8
0.3
0.1
#
DD 14 (Rajasthan)
DD 16 (Bhojpuri [U.P.j
DD 17 (Bihar)
DD Sports
AXN (Action TV)
Asianet
ATM
ATN Bangla
BBC
Calcutta Cable Network
Channel V
Cine Cable Channel
CNBC
CNN
CVO
DD (India)
Discovery
Dubai TV
Eenadu TV / Etv
ESPN
Gemini TV
Hallmark Movies
Home TV
In Cablenet
Music Asia
Music TV
National Geog Channel
PTV
Punjab/Punjabi World
Raj TV
Saudi TV
Siti Cable
Sony Entertainment TV
Star Sports
Star Chinese
Star Movies
Star News
Star Plus
Star World
Sun TV/Sun Music
Sun Movies
Surya TV
TVI
TV Sports
TNT/Cartoon Net
Udaya TV
VCR/Games/LD
Vijay TV
Yes Gujarati
Zee TV
Zee Cinema
Zee India TV
Cable Op.-Eng
Cable Op.-Reg
Cable Op.-Hin
Zee News
5
2
2
176
149
372
220
11
334
4
333
42
102
99
162
113
460
12
908
814
701
14
305
48
353
375
258
10
4
351
2
356
676
922
29
549
365
633
155
846
177
263
26
27
165
1241
11
219
3
1127
468
166
243
408
318
27
0.2
0.1
0.1
5.9
5
12.5
7.4
0.4
11.2
0.1
11.2
1.4
3.4
3.3
5.4
3.8
15.5
0.4
30.6
27.4
23.6
0.5
10.3
1.6
11.9
12:6
8.7
0.3
0.1
11.8
0.1
12
22.7
31
1
18.5
12.3
21.3
5.2
28.5
6
8.9
0.9
0.9
5.5
41.8
0.4
7.4
0.1
37.9
15.7
5.6
8.2
13.7
10.7
0.9
% Of Time Spent On TV
English Programmes
Nil
01% To 35%
36% To 70%
71% To 99%
100%
1755
675
98
5
17
59.1
22.7
3.3
0.2
0.6
100%
786
878
613
143
130
26.4
29.6
20.6
4.8
4.4
100%
200
296
875
537
643
6.7
10
29.4
18.1
21.6
Listen To Radio In Last 3 Months
836
28.1
Listening Intensity
Light
Medium
Non Listener
237
596
2139
8
20.1
72
Radio Listening Frequency
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
< 1 Day
Non Listener
Avg Radio Listening Freq.
19
35
82
43
24
47
569
13
2139
1.7
0.6
1.2
2.8
1.5
0.8
1.6
19.2
0.4
72
119
80
271
207
99
46
11
4
2.7
9.1
7
3.3
1.5
0.4
Hindi Programmes
Nil
01% To 35%
36% To 70%
71% To 99%
Other Indian Language
Nil
01% To 35%
36% To 70%
71% To 99%
Racio Related Parameters
Listen On Sunday/Holiday
Did Not Listen
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
#
#
#
#
11.1 + Hours
Listen On Weekday
Did Not Listen
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1 + Hours
Avg. No. Of Minutes Listened on Sunday
Avg. No. Of Minutes Listened on MON-SAT
Avg. No. Of Minutes Listened in a Week
it
#
25
126
310
228
96
39
4
4
#
0.9
4.2
10.4
7.7
3.2
1.3
0.1
0.1
#
#
#
21
117
137
Radio Sunday/Holiday TimeSlots
Before 06.00 AM
06.00 AM - 07.00 AM
07.00 AM - 08.00 AM
08.00 AM - 09.00 AM
09.00 AM - 09.30 AM
09.30 AM- 11.00 AM
11.00 AM-12.30 PM
12.30 PM-01.00 PM
01.00 PM-01.30 PM
01.30 PM-02.30 PM
02.30 PM - 03.00 PM
03.00 PM - 05.30 PM
05.30 PM - 07.00 PM
07.00 PM -08.00 PM
08.00 PM -08.30 PM
08.30 PM -09.00 PM
09.00 PM - 09.30 PM
09.30 PM - 10.00 PM
10.00 PM - 10.30 PM
10.30 PM-11.00 PM
11.00 PM Onwards
12
146
406
257
184
125
24
23
80
139
43
28
95
79
80
65
49
19
7
9
5
0.4
4.9
13.6
8.6
6.2
4.2
0.8
0.8
2.7
4.7
1.5
0.9
3.2
2.7
2.7
2.2
1.6
0.6
0.2
0.3
0.2
Radio WeekDay TimeSlots
Before 06.00 AM
06.00 AM - 07.00 AM
07.00 AM - 08.00 AM
08.00 AM - 09.00 AM
09.00 AM - 09.30 AM
09.30 AM- 11.00 AM
11.00 AM - 12.30 PM
12.30 PM-01.00 PM
01.00 PM -01.30 PM
01.30 PM-02.30 PM
02.30 PM - 03.00 PM
03.00 PM - 05.30 PM
05.30 PM - 07.00 PM
07.00 PM - 08.00 PM
08.00 PM - 08.30 PM
11
153
416
291
185
95
20
20
87
165
25
11
118
119
72
0.4
5.2
14
9.8
6.2
3.2
0.7
0.7
2.9
5.6
0.8
0.4
4
4
2.4
08.30 PM - 09.00 PM
09.00 PM - 09.30 PM
09.30 PM - 10.00 PM
10.00 PM-10.30 PM
10.30 PM - 11.00 PM
11.00 PM Onwards
50
55
38
23
17
4
1.7
1.9
1.3
0.8
0.6
0.1
When Last Listen To Radio
Yeslerday/Today
In Tne Last Week
Over 1-2 Weeks Ago
Over 2-4 Weeks Ago
Over 1-2 Months Ago
Over 2-4 Months Ago
Don't Know/Can't Say
650
117
34
24
3
6
2
21.9
3.9
1.2
0.8
0.1
0.2
0.1
Radio Station Listen To
All India Radio/Akashwani
Vividh Bharati
Radio FM
Local Radio Station
BBC
Ceylon(Srilanka)
Others
288
187
13
332
6
8
17
9.7
6.3
0.4
11.2
0.2
0.3
0.6
Type Of Programmes Listen
Feature Films & Film Based Progs.
News And Current Affairs
Children's Programme
Sports Based
Soaps/Serials
Agricultural
Women's Programme
Business Programme
Educational
755
615
106
99
89
62
33
14
43
25.4
20.7
3.6
3.3
3
2.1
1.1
0.5
1.4
100%
731
69
7
3
10
24.6
2.3
0.2
0.1
0.3
100%
535
161
86
17
21
18
5.4
2.9
0.6
0.7
36
32
139
1.2
1.1
4.7
% Of Time Spent On Radio
English Programmes
Nil
01% To 35%
36% To 70%
71% To 99%
Hindi Programmes
Nil
01% To 35%
36%. To 70%
71% To 99%
Other Indian Languages
Nil
01% To 35%
36% To 70%
106
507
3.6
17.1
Cinema Intensity
Regular
Occational
Rare/Never
1181
707
1083
39.7
23.8
36.5
Cinema Frequency
Once A Week/More Often
Once A Fortnight
Once A Month
Once In 2 To 3 Months
Once In 4 To 6 Months
Once In 7 To 11 Months
Once A Year
Less Often
Never These Days
363
278
527
368
336
48
159
118
774
12.2
9.3
17.7
12.4
11.3
1.6
5.3
4
26.1
Last Seen Cinema
Within Last 7 Days
Over 1 Week-4 Week Ago
Over 1 Month-3 Month Ago
Over 3 Month-6 Month Ago
Over 6 Month-9 Month Ago
Over 9 Month-1 Year Ago
Over A Year Ago
Can't Remember
513
744
394
325
47
73
82
20
17.3
25
13.3
10.9
1.6
2.4
2.7
0.7
4
2
75
0.1
0.1
2.5
71% To 99%
100%
Cinema Related Parameters
Prefers Language Movies
Assamese
Bengali
English
Gujarati
Hindi
Kannada
Kashmiri
Konkani
Malayalam
Marathi
Oriya
Punjabi
Rajasthani
Sindhi
Tamil
Telugu
Urdu
Sanskrit
Other Indian Languages
Other Foreign Languages
#
#
692
1314
5
9
4
2
#
#
#
#
239
273
4
#
#
#
23.3
44.2
0.2
0.3
0.1
0.1
#
#
#
#
8
9.2
0.1
#
#
#
12
0.4
Internet Related Parameters
Internet Accessed In Last 3 Months ,
Interne; Access Intensity
Heavy
Medium
Light
Do Not Access
Internet Access Frequency
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
< 1 Day
Do Not Access
Avg Internet Access Freq.
Access On Sunday/Holiday
Did Not Access
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1 + Hours
Access On Weekday
Did Not Access
Less Than Half An Hour
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1 + Hours
Avg No. Of Minutes Accessed on Sunday
Avg. No. Of Minutes Accessed on MON-SAT
Avg. No. Of Minutes Accessed in a Week
Internet Place Of Access
From Home
From Place Of Work
From Place Of Study
At Friend's/Relative's Place
Cybercafe
Others
Purpose Of Internet Access
For E-Mail
#
#
3
7
2961
0.1
0.2
99.6
0.2
6
#
#
#
#
#
#
#
#
0.1
3
#
#
1
2961
0
0
99.6
7
2
2
0.3
0.1
0.1
#
#
#
#
#
#
#
#
#
#
#
#
#
#
0.1
0.1
0.1
2
3
2
#
#
2
2
2
#
#
#
0.1
0.1
0.1
#
#
#
0
2
2
#
#
0.2
0.1
0.1
6
2
3
#
#
#
#
6
0.2
For Surfing On Net
For Chating
Surfed Internet For
International News
Indian News
Downloading Files
Purchases
Jobs/Employment
Edccation/Academic
Cornmercial/Business
Personal Interest Info.
Others
6
5
0.2
0.2
2
2
6
0.1
0.1
0.2
#
#
0.2
0.1
6
3
#
#
3
#
0.1
#
Reading Related Parameters
Reading Intensity
Heavy
Medium
Light
Non Reader
98
537
1167
1170
3.3
18.1
39.3
39.4
Reading Frequency
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
< 1 Day
Non Reader
Avg. Press Readership Freq.
80
90
122
155
57
71
1153
74
1170
3.4
2.7
3
4.1
5.2
1.9
2.4
38.8
2.5
39.4
143
141
351
420
496
211
27
11
#
'
#
#
4.8
4.8
11.8
14.1
16.7
7.1
0.9
0.4
Reed On Sunday/Holiday
Did Not Glance/Look At
Less Than 10 Minutes
10-19 Minutes
20-29 Minutes
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1 + Hours
Read On Weekday
Did Not Glance/Look At
Less Than 10 Minutes
10-19 Minutes
20-29 Minutes
Half An hour To 1 Hour
1.1 To 2 Hours
2.1 To 3 Hours
#
95
178
421
525
438
116
19
#
#
#
#
3.2
6
14.2
17.7
14.8
3.9
0.6
3.1 To 5 Hours
5.1 To 7 Hours
7.1 To 9 Hours
9.1 To 11 Hours
11.1+ Hours
Avg. No. Of Minutes Read on Sunday
Avg No. Of Minutes Read on MON-SAT
Avg. No. Of Minutes Ftead in a Week
6
2
1
#
#
0.2
0.1
0
#
#
22
99
121
Ownership Of Durables
Entertainment
Owners Of
Any Video
Any Music System
Any Radio
Any Music System With FM
Radio/Transistor
Mono/Stereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCP/VCR
VCD/LD/DVD
Television Black & White
Television Colour
Intention To Buy
Radio/Transistor
Mono/Stereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCPA/CR
VCD/LD/DVD
Television Black & White
Television Colour
27
1373
1296
319
633
621
737
48
6
40
4
25
3
1497
564
0.9
46.2
43.6
10.7
21.3
20.9
24.8
1.6
0.2
1.3
0.1
0.8
0.1
50.4
19
35
79
128
7
6
6
1.2
2.6
4.3
0.2
0.2
0.2
#
#
3
2
181
132
0.1
0.1
6.1
4.5
628
1375
260
191
229
16
#
21.1
46.3
8.8
6.4
7.7
0.5
#
Transportation
2/4 Wheelers
Owners Of
Any 2-Wheeler
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
Intention To Buy
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
86
75
76
42
10
2.9
2.5
2.6
1.4
0.3
#
#
No. Of Cars/Jeeps/Vans
1
2
3+
0.5
0
15
1
#
#
Brands Of Cars/Jeeps
Owners Of
Any 4-Wheeler
Any Cars
Any Premium Cars
Any Daewoo
Any HM
Any Fiat
Any M&M
Any Maruti
Any TATA
Daewoo Cielo
Daewoo Matiz
GM/Opel Astra
HM Ambassador
HM Contessa
Fiat/Premier Padmini
Fiat Uno
Premier 118 NE
PAL Peugot
Honda City
M&M Commander/Jeep
M&M Armada
Tempo Trax
Ford Escort
Maruti 800
Maruti Omni/Van
Maruti Gypsy
Maruti 1000
Maruti Esteem
Mercedez
TATA Mobile
TATA Sierra
TATA Estate
TATA Sumo
TATA Safari
TATA Indica
Hyundai Santro
Other Indian Cars
Other Foreign Cars
Other Jeep/MIV
Maruti Zen
0.5
0.4
0.1
0.1
0.2
0
0
0.1
16
11
2
2
6
1
1
2
#
#
2
0.1
#
#
#
#
0.2
6
#
#
1
0
#
#
#
#
#
#
#
#
1
#
#
#
0
#
#
#
2
0.1
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
1
0
it
#
0
1
#
#
Intention To Buy
Daewoo Cielo
Daewoo Matiz
GM/Opel Astra
HM Ambassador
HM Contessa
Fiat/Premier Padmini
Fiat Uno
Premier 118 NE
PAL Peugot
Honda City
M&M Commander/Jeep
M&M Armada
Tempo Trax
Ford Escort
Maruti 800
Maruti Omni/Van
Maruti Gypsy
Maruti 1000
Maruti Esteem
Mercedez
TATA Mobile
TATA Sierra
TATA Estate
TATA Sumo
TATA Safari
TATA Indica
Hyundai Santro
Other Indian Cars
Other Foreign Cars
Other Jeep/MIV
Maruti Zen
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
it
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
1652
191
18
267
48
85
860
1250
1321
21
26
69
125
#
16
5
#
1273
39
55.6
6.4
0.6
9
1.6
2.9
23.9
42.1
44.4
0.7
0.9
2.3
4.2
#
0.5
0.2
#
42.8
1.3
Appliances
Owners Of
Any Kitchen Appliances
Any Refrigerators
Any Ovens
Any Telephones
Any Washing Machines
Electric/lmmersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
Washing Machines-Front Loading
Washing Machines-Top Loading
Mobile/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Intention To Buy
Electric/lmmersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
W'ashing Machines-Semi Automatic
Washing Machines-Fully Automatic
Washing Machines-Front Loading
Washing Machines-Top Loading
Mobile/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
98
87
184
6
14
#
3.3
2.9
6.2
0.2
0.5
#
43
25
20
8
21
6
7
3
#
#
#
1.5
0.8
0.7
0.3
0.7
0.2
0.2
0.1
#
#
#
5
137
119
87
0.2
4.6
4
2.9
#
#
3
38
75
2
0.1
1.3
2.5
0.1
#
#
2
2
49
5
18
36
86
13
4
0.1
0.1
1.6
0.2
0.6
1.2
2.9
0.4
0.1
#
#
0.3
0.7
0.6
0
0.5
0.3
0.2
0.1
0
0
0.1
8
19
19
1
16
8
5
4
1
1
3
Rural Appliances
Owners Of
Electric Table Fan
Electric Ceiling Fan
#
#
#
#
Torch
Sewing Machine
Generator
Pump-Set/Water Pump
Intention To Buy
Electric Table Fan
Electric Ceiling Fan
Torch
Sewing Machine
Generator
Pump-Set/Water Pump
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
Lifestyle
Product Bought Last 1 Year
Radio/Transistor
Mono/Stereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCP/VCR
VCD/LD/DVD
Television Black & White
Television Colour
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
Electric/lmmersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
0.4
2.4
1.5
11
70
44
#
#
#
#
0.1
2
#
#
#
#
0
5.4
3.7
1.4
1.1
0.5
0.4
1
160
111
42
32
15
11
#
#
#
#
0.2
1.6
3.3
1.9
5
48
97
55
#
#
#
#
0.2
0.9
5
28
#
#
#
#
#
#
#
#
2.5
0.3
0.4
0.7
1.5
0.1
0.1
73
10
12
20
43
4
2
#
#
#
#
2
12
0.1
0.4
Washing Machines-Front Loading
Washing Machines-Top Loading
Mobile/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Electric Table Fan
Electric Ceiling Fan
Torch
Sewing Machine
Generator
Pump-Set/Water Pump
Product Bought In 2.1 Yr. To 3 Years Ago
J^adio/T ransistor
Pvlcno/Siereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VC P,VCR
VCD/LD/DVD
Television Black & White
Television Colour
Bicycle
Moped
Motorcycle
Scooter
CarsJeeps/Vans
T ractor
Electric-Immersion Water Heater
LPG/Bio-Gas Stove
k Mixer/Grinder
" Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
#
#
#
#
#
#
0
0.1
1
2
#
#
#
#
#
#
#
#
#
#
1/
#
1#
#
#
0.1
1.3
0.4
4
39
11
it
#
#
#
it
it
it
#
#
#
it
it
60
45
13
8
4
10
2
#
2
1.5
04
0.3
0.1
0.3
0.1
it
It
#
0.6
0.6
0.2
0.1
17
17
5
2
it
#
0.1
0.3
2
8
it
it
it
it
#
#
#
it
0.5
14
it
it
#
#
0.3
0
10
1
#
#
tt
tt
#
tt
tt
it
It
it
it
it
Washing Machines-Front Loading
Washing Machines-Tcp Loading
Mob.le/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Electric Table Fan
Electric Ceiling Fan
Torch
Sewing Machine
Generator
Pump-Set/Water Pumo
Product Bought In 1.1 Yr. To 2 Years Ago
Radio/Transistor
Mono/Stereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCP/VCR
VCD.'LD/DVD
Television Black & White
Television Colour
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
Electric/lmmersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
3
0.1
#
#
#
#
0.1
0.1
2
2
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
0.1
0.8
1.3
0.1
3
23
38
2
#
#
#
#
#
#
0.1
2
#
#
3.2
2.4
1
0.3
0.1
0.4
0.1
96
72
30
9
4
12
2
#
#
#
#
0.9
2.1
1.5
25
63
45
#
#
0
0.1
0.4
1
4
11
#
#
#
#
0
1
#
#
1.3
0.1
0.2
0.2
0.5
0.1
0
37
2
6
5
14
2
1
#
#
1
1
1
0
0
0
Washing Machines-Front Loading
Washing Machines-Top Loading
Mobile/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Electric Table Fan
Electric Ceiling Fan
Torch
Sewing Machine
Generator
Pump-Set/Water Pump
Product Bought In 2.1 Yr. To 3 Years Ago
Radio/T ransistor
Mono/Stereo Tape Recorder
2-In-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCP/VCR
VCD/LD/DVD
Television Black & White
Television Colour
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
Electric/lmmersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
#
#
#
#
#
#
1
2
0
0.1
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
0.1
1.3
0.4
4
39
11
#
#
#
#
#
#
#
#
#
#
#
#
2
1.5
0.4
0.3
0.1
0.3
0.1
60
45
13
8
4
10
2
#
#
#
#
0.6
0.6
0.2
0.1
17
17
5
2
#
#
0.1
0.3
2
8
#
#
#
#
#
#
#
0.5
14
#
#
#
#
0.3
0
10
1
#
#
#
#
#
#
#
#
#
#
#
#
Washing Machines-Front Loading
Washing Machines-Top Loading
Mobile/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Electric Table Fan
Electric Ceiling Fan
Torch
Sew.ng Machine
Generator
Pump-Set/Water Pump
Most Recently Purchased Durable
Radio/Transistor
Mono/Stereo Tape Recorder
2-ln-1 (Mono/Stereo)
Music System Without Cd
Music System With Cd
Walkman
Discman
VCP/VCR
VCD/LD/DVD
Television Black & White
Tele vision Colour
Bicycle
Moped
Motorcycle
Scooter
Cars/Jeeps/Vans
Tractor
Electric/immersion Water Heater
LPG/Bio-Gas Stove
Mixer/Grinder
Pressure Cooker
Toaster
Cooking Range
Refrigerator-Non Frost Free
Refrigerator-Frost Free
Automatic Dish Washer
Electric Oven
Electric Pressure Cooker
Microwave Oven
Electric Irons
Geyser
Cameras (Still)
Telephones (With STD/ISD)
Telephones (Local Only)
Air Coolers
Vacuum Cleaner
Air Conditioners
Water Purifier (Aquaguard Etc.)
Washing Machines-Semi Automatic
Washing Machines-Fully Automatic
#
#
#
#
#
#
#
#
#
#
#
#
#
it
#
#
#
#
#
#
#
#
it
#
#
#
#
#
0.4
3.3
2
0.1
12
97
58
2
#
#
0.1
2
#
#
#
#
#
#
8.8
6.6
2.1
1.3
0.5
0.6
0
261
196
61
38
16
17
1
#
#
0.1
2
3.7
1.7
4
60
110
50
#
#
0
0.2
1
1
7
31
#
#
#
#
0
1
#
#
2.3
0.3
0.5
0.8
1.7
0.1
0
68
10
15
24
49
3
1
#
#
#
#
2
3
0.1
0.1
1
Washing Machines-Front Loading
Washing Machines-Top Loading
Mob le/Cellular Phone
Pager
Personal/Home Computers
Computers Printers
Fax Machine
Video Camera/Handycam
Electric Table Fan
Electric Ceiling Fan
Torch
Sewing Machine
Generator
Pump-Set/Water Pump
#
#
0
#
#
1
2
0
0.1
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
Owners Of 4 Wheelers With Radio
5
0.2
Have Driver
4
0.1
House Owned
2018
67.9
House Rented
889
29.9
Company Flat
64
2.1
House Painted
2150
72.4
House Whitewashed
620
20.9
When Last House Painted/Whitewashed
Within Last 3 Months
03 to 06 Months
06 to 12 Months
1 Yr. To 1.5 Yr.
1.5 Yr. To 2 Yr.
2 Yr. To 3 Yr.
More Than 3 Years
Did not Paint/Whitewash
285
275
874
493
243
261
339
200
9.6
9.3
29.4
16.6
8.2
8.8
11.4
6.7
5+
243
829
957
567
376
8.2
27.9
32.2
19.1
12.7
Has Electricity
2734
92
Food Cooked/Served
Pure Veg (No Egg)
Veg & Eggs
Non Veg
497
74
2400
16.7
2.5
80.8
Fuel Used
LPG(Gas)
Kerosene
854
1633
28.7
55
No. Of Rooms
1
2
3
4
Electricity
Bio-Gas
Coal/Charcoal
Wood
Cowdung
Others
None
92
28
13
1466
10
9
26
3.1
1
0.4
49.3
0.3
0.3
0.9
Eating Habit
On The Floor
At The Dining Table
Sitting On Chairs/Sofa But Without Any Table
2839
98
28
95.5
3.3
1
Servant
Full Time
Part Time
None
57
6
2909
1.9
0.2
97.9
Water Purification
Boil The Water
Use Storage Filters
Use Water Purifiers
Use Water Purifying Tablets
Use Zero - B
Strain With A Cloth
None
225
380
34
8
4
277
2056
7.6
12.8
1.1
0.3
0.1
9.3
69.2
Toilet
Indian Style
Western Style
No Toilet
1945
21
1010
65.5
0.7
34
#
#
Lang Spoken At Home
Assamese
Bengali
English
Gujarati
Hindi
Kannada
Kashmiri
Konkani
Malayalam
Marathi
Oriya
Punjabi
Rajasthani
Sindh!
Tamil
Telugu
Urdu
Sanskrit
Other Indian Languages
Other Foreign Languages
Medium Of Instruction
English Medium
0.2
0.1
7
4
#
#
32
1409
#
28
49
139
#
#
20
2
259
346
571
#
107
#
1.1
47.4
#
0.9
1.6
4.7
#
#
0.7
0.1
8.7
11.6
19.2
#
3.6
#
303
10.2
Vernacular Medium
English & Vernacular Medium
867
46
29.2
1.6
Travel Anywhere
1314
44.2
Travel India
1313
44.2
Travel In India - Work
81
2.7
Travel In India - Holiday
1202
40.4
Travel In India - Work & Holiday
30
1
Travel Abroad
2
0.1
Travel In Abroad - Work
#
Travel In Abroad - Holiday
#
2
Travel In Abroad - Work & Holiday
#
Where In Abroad
Nepal/Bhutan
Middle East
Far East
China
Australia
Asia Others
Russia
Europe
UK
USA
South Africa
Rest Of Africa
South America
Others
0.1
#
#
#
1
•
#
#
#
#
#
#
#
#
#
#
0
#
#
#
#
#
#
#
#
#
#
1
#
0
#
No. Of Trips In India
1
682
315
152
2 To 3
3+
23
10.6
5.1
No. Of Trips In Abroad
1
2 To 3
3+
Mode Of Travel - India (Work)
Air
Rail
Bus
Car/Taxi
Ship
Others
0.1
2
#
#
#
#
#
#
0.5
1.7
0.4
13
49
13
#
#
.7
0.2
Place Of Stay - India (Work)
5 Star Hotel
3/ 4 Star Hotel
Dharmashala
Own/Friends/Relative Residence
Air Travel - India (Work)
Air India
Indian Airlines
Air Canada
Air Lanka
Alitalia
Alliance
Air France
British Airways
Cathay Pacific
Delta
Gulf-Air
Jet Airways
K.L.M./N.West
Lufthansa
Qantas
Royal Nepal
Sahara Airlines
Saudi Airlines
Singapore Airlines
Swiss - Air
Emirates
United Airlines
A.D.Yemen
Kuwait Airlines
Others
Mode Of Travel - India (Holiday)
Air
Rail
Bus
Car/Taxi
Ship
Others
#
#
54
26
#
#
#
#
#
#
1.8
0.9
#
#
#
#
#
#
#
#
#
#
#
#
#
#
it
it
#
#
#
#
#
#
#
#
#
it
#
#
#
#
#
#
#
#
#
#
it
#
it
#
#
#
#
#
25
0.1
4.6
31.2
4
#
0.8
12
45
410
736
0.4
1.5
13.8
24.8
2
137
927
119
#
Place Of Stay - India (Holiday)
5 Star Hotel
3/ 4 Star Hotel
Dharmashala
Own/Friends/Relative Residence
Air Travel - India (Holiday)
Air India
Indian Airlines
Air Canada
Air Lanka
Alitalia
Alliance
Air France
British Airways
#
#
0.1
2
#
#
#
#
#
#
#
it
#
#
it
#
#
#
Ericsson
Motorola
Nec
Nokia
Panasonic
Philliphs
Siemens
Sony
Others
Pager
At&T
Casio
Motorola
Nec
01
Panasonic
Bantech
Philliphs
Sony
Others
Computer Laptop
Toshiba
Compaq
IBM
Acer
Dell
Hp
Unbranded
Others
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
2
#
0.1
#
#
#
3
#
#
#
0.1
#
#
#
#
#
#
#
#
#
0.1
2
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
Daily Consumption Products
Pan Masala-Sada
Zarda Pan Masala/Gutka
Bidi
Cigarette
127
120
57
94
4.3
4
1.9
3.2
Publications
Any Publication
Any Daily
Any Magazine
1282
936
879
43.1
31.5
29.6
417
246
317
65
14
8.3
10.7
2.2
Language
Any English Publication
Any English Daily
Any English Magazine
Any Hindi Publication
Any Hindi Daily
Any Hindi Magazine
Any Assamese Publication
Any Assamese Daily
Any Assamese Magazine
Any Bengali Publication
Any Bengali Daily
Any Bengali Magazine
#
#
65
#
#
#
#
#
#
2.2
#
#
#
#
#
#
Any Gujarati Publication
Any Gujarati Daily
Any Gujarati Magazine
Any Kannada Publication
Any Kannada Daily
Any Kannada Magazine
Any Malayalam Publication
Any Malayalam Daily
Any Malayalam Magazine
Any Marathi Publication
Any Marathi Daily
Any Marathi Magazine
Any Oriya Publication
Any Oriya Daily
Any Oriya Magazine
Any Punjabi Publication
Any Punjabi Daily
Any Punjabi Magazine
Any Tamil Publication
Any Tamil Daily
Any Tamil Magazine
Any Telugu Publication
Any Telugu Daily
Any Telugu Magazine
Any Urdu Publication
Any Urdu Daily
Any Urdu Magazine
Frequency
Any Quarterly Magazine
Any Monthly Magazine
Any Fortnightly Magazine
Any Weekly Magazine
Any Bi-Weekly Magazine
Any 6 Days Dailies
Any 7 Days Dailies
Type
Any General Interest Magazine
Any Sports Magazine
Any Business/Financial Magazine
Any Women's Magazine
Any Entertainment/ Film Magazine
Any Men's Magazine
Any Health Magazine
Any Children's Magazine
Any General Knowledge Magazine
Any Sunday Newspaper/Weekend Magazine
Any Special Interest Magazine
#
#
#
•
1068
751
713
2
2
2
35
35
#
#
#
#
#
#
#
42
24
33
41
25
17
14
14
#
3
666
108
544
#
#
1686
874
102
39
695
295
17
13
32
178
4
52
#
#
#
35.9
25.3
24
0.1
0.1
0.1
1.2
1.2
#
# ■
#
#
#
#
#
1.4
0.8
1.1
1.4
0.8
0.6
0.5
0.5
#
0.1
22.4
3.6
18.3
#
#
56.8
29.4
3.4
1.3
23.4
9.9
0.6
0.4
1.1
6
0.1
1.8
K.L.M./N.West
Lufthansa
Qantas
Royal Nepal
Sahara Airlines
Saudi Airlines
Singapore Airlines
Swiss - Air
Emirates
United Airlines
A.D.Yemen
Kuwait Airlines
Others
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
Medium Of Transport
Public/State Bus Transport
Private/Other Bus Service
Factory/Company Bus
Company /Personal Car/Van/Jeep
2-Wheeler(Scooter/Bike)
Train
Bicycle
Tram
Taxi
Walk
Auto Rickshaw
Horse Tonga/Bullock Cart
Cycle Richshaw
Boat/Hovercraft
Other
1266
254
12
21
170
2
329
#
2
821
89
#
5
#
1
42.6
8.5
0.4
0.7
5.7
0.1
11.1
#
0.1
27.6
3
#
0.2
#
0
Eating Out In Restaurant
More Often Than Once A Week
Once A Week
Once A Fortnight
Once A Month
Once In 2-3 Months
Less Often/Only At Festivals
Rarely/Never/Can't Remember
153
215
127
253
196
143
1857
5.2
7.2
4.3
8.5
6.6
4.8
62.5
410
30
13.8
1
Type Of Investment
Savings Bank Account
Fixed Deposit/Recurring Deposit In Bank
Fixed Deposit/ln Company/Any Other
Post Office
Shares/Mutual Fund
Units/UTI
None
#
#
61
2 .
2
2504
2.1
0.1
0.1
84.3
Loans
From Bank
Two Wheeler
Car
House
Land/Agri
4
#
0.1
#
19
30
0.6
1
35
9
Business/Enterprise
Other Purpose
From Lender
Two Wheeler
Car
House
Land/Agri
Business/Enterprise
Other Purpose
From Other Source
Two Wheeler
Car
House
Land/Agri
Business/Enterprise
Other Purpose
#
#
1.2
0.3
it
#
3
#
0.1
#
12
8
#
'
0.4
0.3
#
#
#
13
2
1
13
0.4
0.1
0
0.4
271
6
20
18
9.1
0.2
0.7
0.6
Washing Clothes => Users
Washing Clothes => Non Users
2970
2
99.9
0.1
Powders/Liquids
User Of Any Powders/Liquids
Non User Of Any Powders/Liquids
Any Ariel
Any Rin
Any Surf
Any Wheel
Ariel Blue
Ariel Green Stain Fighter
Ariel Microshine/Compact
Ariel Super Soaker.
Budget
Chek
Ezee Liquid
Fena
Genteel Liq
Godrej Liq
Ghadi
Henko
Henkomegastar
Henkomatic Stain Champion
Hipolin
JVG
Nirma
OK
Key
2652
2652
320
187
86
246
697
149
19
15
4
#
2
2
#
89.2
89.2
10.8
6.3
2.9
8.3
23.4
5
0.6
0.5
0 1
Insurance Policy
Life Insurance
House/Property
Mediclaim/Mediacal
Crop
House Hold Products
#
#
#
it
0.1
0.1
#
#
#
it
16
1
2
it
#
1456
20
#
0.5
0
0.1
#
#
49
0.7
#
Revel
Rin Powerwhite/Shakti
Rin Concentrate/Biolite
Sated
Sasa
Shudh(Tata Chem)
Sunlight
Sunlight Colour Guard
Super Nirma
Surf Excel Power.
Surf Excel/Ultra Active Oxygen
Surf Excelmatic/Ultramatic
Surf (Booster)
T Series
Wheel Blue With Tinopal
Wheel Nimbu Green
Other Liquid Soaps
Other Washing Powder - Branded
Other Washing Powder - Unbranded/Loose
#
Detergent Cakes/Bars
User Of Any Detergent Cakes/Bars
Non User Of Any Detergent Cakes/Eiars
2933
2933
38
52
#
9
18
105
#
#
#
#
5
#
6
#
1246
87
5
#
2
309
195
#
#
89
2
11
3
3
7
383
337
4
185
12
#
2.4
0.5
0
0.1
#
#
#
#
#
108
174
41
15
18
#
3.6
5.9
1.4
0.5
0.6
#
86
615
#
8
5
501
555
Arasan
Ariel Super Clean
Chek.
Det
Doctor Green
Dubble
Farishta
Fena
Ghadi
Henko Stain Champion
Ideal
Nirma
O.K.
Oorvasi
Ponvandu
Regal.
Rin Shakti
Rin Supreme
Sasa
Sunlight Colour Gaurd
Super Nirma
Super Power
Super 501
Triple Power
Trilo
Vimal/Bimal
Wheel Blue
Wheel Green.
Zymo
Other Branded-Det. Cakes/Bars
Unbranded/Loose
#
72
14
1
3
2.9
20.7
#
0.3
0.2
98.7
98.7
1.3
1.8
#
0.3
0.6
3.5
#
#
#
#
0.2
#
0.2
#
41.9
2.9
0.2
#
0.1
10.4
6.6
#
#
3
0.1
0.4
0.1
0.1
0.2
12.9
11.3
0.1
6.2
0.4
Soap Cakes/Bars
Users Of Any Soap Cakes/Bars
Non Users Of Any Soap Cakes/Bars
501 Bar
555 Bar
B B Cake
Babloo
Bullet
Challenge
Farishta
Jet
Malar
Naulakha
Nirol
O.K. Soap Cake
Phool
Priya
Sarma / Sharma
Sunlight Cake
Thatha
Other Branded Soaps
Unbranded Soaps
207
207
2764
143
9
8
7
7
93
4.8
0.3
0.3
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
5
#
#
#
0.2
#
#
#
3
#
0.1
#
47
5
1 6
0.2
Bathing/Washing Hands
Users Of Any Bathing/Washing Hands
Non Users Of Any Bathing/Washing Hands
2941
2941
31
99
99
1
Soaps/Cakes
Any Users Of Soaps/Cakes
Any Non Users Of Soaps/Cakes
Any Camay
Any Cinthol
Any Lifebuoy
Any Lux
Aramusk
Breeze
Camay Inti.
Camay Milk Cream
Chandrika
Chasme
Cinthol
Cinthol International
Cinthol Lime Fresh.
Cinthol Scent Fresh
Cinthol Ultimate
Dettol
Dove
Doy
Evita
Ganga
Godrej No. 1
Hamam
Imperial Leather
Johnson's Baby Soap
Johnson's Kid
2941
2941
31
3
76
1365
945
99
99
1
0.1
2.6
45.9
31.8
#
#
25
3
#
30
2
58
3
14
1
#
17
5
1
#
2
1
129
#
22
#
0.8
0.1
# ■
1
0.1
1.9
0.1
0.5
0
#
0.6
0.2
0
#
0.1
0
4.3
#
0.8
#
Jai
Limda
Lifebuoy
Lifebuoy Gold
Lifebuoy Plus.
Liril
Lux
Lux Inti
Margo
Medimix
Moti
Mysore Sandal.
Neko
Neem
Nirma Bath
Nirma Beauty
OK
Park Avenue
Palmolive Extra Care
Pears
Ponds
Protex
Rexona
Santoor
Wipro Baby Soft
Other Toilet Soaps
Laundry' Soaps
Detergents.
30
2
1154
174
68
106
836
119
32
218
5
347
#
6
27
8
2
#
16
64
14
#
226
94
6
13
#
5
1
0.1
38.8
5.8
2.3
3.6
28.1
4
1.1
7.3
0.2
11.7
#
0.2
0.9
0.3
0.1
#
0.5
2.2
0.5
#
7.6
3.2
0.2
0.4
#
0.2
Liquid Soaps
Users Of Any Liquid Soaps
Non Users Of Any Liquid Soaps
Dettol
Homocol
Lux Inti.
Liril Shower Gel
Lifebuoy Antibacterial
Pond's Face Wash
Others
81
81
2891
66
2
8
2
#
3
#
2.7
2.7
97.3
2.2
0.1
0.3
0.1
#
Cleaning Utensils
Users Of Any Cleaning Utensils
Non Users Of Any Cleaning Utensils
Bars E.G. Vim Bar Etc.
Powders E.G. Odopic Vim Etc.
Ash / Mud Etc.
Detergent Cake/Bars
Detergent Powder
Dishwashing Liquids
Laundry Soaps/Bars
Others
2910
2910
62
368
1368
979
93
134
2
#
67
97.9
97.9
2.1
12.4
46
32.9
3.1
4.5
0.1
#
2.2
Scrubbing Pads
Users Of Any Scrubbing Pads
Non Users Of Any Scrubbing Pads
Nylon/ Plastic
2867
2867
105
497
96.5
96.5
3.5
16.7
#
0.1
Jute Fibre
Scrubbers Like Scratch Brite
Cloth/Rag
Steel/Steel Wool
Sponge
2238
70
20
39
42
75.3
2.4
0.7
1.3
1.4
Surface Cleaners
Users Of Any Surface Cleaners
Non Users Of Any Surface Cleaners
Powders E.G. Odopic/Vim
Det. Powder/Liquid
Det. Cakes/Bars E.G. Det.
Laundry Soaps/Bars E.G. Chavi
Phenyl
Dettol/Savlon Liquid
Lizol
Domex
Other Branded Cleaners
1041
1041
1930
63
134
13
5
753
27
12
32
37
35
35
65
2.1
4.5
0.4
0.2
25.3
0.9
0.4
1.1
1.2
Tea
Users Of Any Tea
Non Users Of Any Tea
Any Brooke Bond
Any Duncan
Any Lipton
Any Tata
Any Tea Bag
Pkd. Satchet Upto Rs. 2.50per
Loose
Tea Bags
Brahmaputra
BB - A1 Dust
BB - Red Label
BB - Special
BB - Taj Mahal
BB - 3 Roses
Duncan Double Diamond
Duncan Others
Girnar
Goodricke
Hasmukh
Harrison
Kasturi
Lipton's Green Label
Lipton's Rich Bru
Lipton's Taaza
Lipton's Tiger
Lipton's Yellow Label
Nestea
Tata Kannan Devan
Tata Tea
Tez
Wagh Bakri
Taj Mahal TB
Tata Tetley TB
Sargam
2476
2476
495
893
16
17
65
87
158
955
24
#
29
344
6
113
412
16
#
#
#
#
#
#
8
8
7
#
1
#
281
55
1
#
33
#
7
83.3
83.3
16.7
30.1
0.5
0.6
2.2
2.9
5.3
32.1
0.8
#
1
11.6
0.2
3.8
13.9
0.5
#
#
#
#
#
#
0.3
0.3
0.2
#
0
#
9.4
1.9
0
#
1.1
#
0.2
Society
Other Branded Pkg.
Other Tea Bags
4
256
32
0.1
8.6
1.1
Coffee
Users Of Any Coffee
Non Users Of Any Coffee
996
996
1975
33.5
33.5
66.5
Instant
Users Of Any Instant
Non Users Of Any Instant
Any Nestle
Any Tata
Bru
Nescafe
Sunrise Extra
Sunrise Premium
Sunrise Special
Tata Cafe
Tata Kaapi
Other Instant
136
136
2835
28
2
107
9
5
11
2
2
4.6
4.6
95.4
1
0.1
3.6
0.3
0.2
0.4
0.1
0.1
#
0.3
Ground/Filter
Annapurna
BB Cafe
BB Green Label
Bru
Coorg
Cothas
Ganesh
Lotus
MR
Narasu
Phillips
Other Branded
Loose
#
8
16
0.6
#
#
75
20
19
137
#
2.5
0.7
0.6
4.6
#
#
#
0.2
5
#
#
#
#
365
261
12.3
8.8
Cooking Medium
Users Of Any Cooking Medium
Non Users Of Any Cooking Medium
2942
2942
29
99
99
1
Pure Ghee
Users Of Any Ghee
Non Users Of Any Ghee
Loose Ghee
Packaged Ghee
830
830
2142
553
277
27.9
27.9
72.1
18.6
9.3
Vanaspati
Users Of Any Vanaspati
Non Users Of Any Vanaspati
Dalda
Sunflower
Rath
Godrej
Gagan
Other Branded
507
507
2464
313
77
#
5
#
3
17.1
17.1
82.9
10.5
2.6
#
0.2
#
0.1
Loose
126
4.3
Edible Oils
Users Of Any Edible Oils
Non Users Of Any Edible Oils
2942
2942
29
99
99
1
Edible Oils Loose
Users Of Any Loose Oils
Non Users Of Any Loose Oils
Coconut
Corn
Cotton Seed
Ground Nut
Kardi/Safflower
Mustard
Palmolein
Soyabean
Sunflower
Til/Gingelly
Vegetable/RVO
Others
2532
2532
439
196
#
13
2035
127
#
31
#
143
1
#
38
85.2
85.2
14.8
6.6
#
0.4
68.5
4.3
#
1.1
#
4.8
0
#
1.3
Edible Oils Packaged
Users Of Any Packaged Oils
Non Users Of Any Packaged Oils
Coconut
Corn
Cotton Seed
Ground Nut
Kardi/Safflower
Mustard
Palmolein
Soyabean
Sunflower
Til/Gingelly
Vegetable/RVO
Others
574
574
2397
5
#
#
95
3
2
238
2
234
#
1
7
19.3
19.3
80.7
0.2
Branded
Users Of Any Branded Edible Oil
Non Users Of Any Branded Edible Oil
Any Dhara
Any Godrej
Any Guinea
Dhara Groundnut Refined Oil.
Dhara Groundnut Unrefined Oil
Dhara RVO
Dhara Kacha Ghani Mustard Oil
Dhara Mustard Unrefined Oil.
Dhara Health
Dhara Sunflower
Dhara (Unspecified)
Dalda Groundnut Refined Oil
Flora
Godrej Sunflower
Godrej Cooklite
1103
1103
1868
123
68
4
54
3
1
#
#
4
60
#
2
6
68
#
#
#
3.2
0.1
0.1
8
0.1
7.9
#
0
0.2
37.1
37.1
62.9
4.1
2.3
0.1
1.8
0.1
0
#
#
0.1
2
#
0.1
0.2
2.3
#
Guinea Groundnut Unrefined Oil
Guinea Groundnut Refined Oil
Idayam/Til Oil
Kanodia Mustard Oil
Palmolein
Postman
Raj Til Oil
Saffola
Sunola
Sundrop
Sweekar
Vital
Refined
Unrefined
3
2
.
#
#
0.1
0.1
#
#
217
3
7.3
0.1
#
#
67
5
23
3
2.3
0.2
0.8
0.1
#
#
731
1927
24.6
64.8
573
483
718
192
306
702
291
57
23
182
115
4
11
49
54
125
1943
390
9
23
19.3
16.3
24.1
6.5
10.3
23.6
9.8
1.9
0.8
6.1
3.9
0.1
04
1.6
1.8
4.2
65.4
13.1
0.3
0.8
181
45
99
83
27
99
40
6.1
1.5
3.3
2.8
0.9
3.3
1.4
406
42
26
13.7
1.4
0.9
0.2
Household Consumables
Use Currently
Butter
MFD/Health Beverages
Pure Ghee
Vanaspati(Loose)
Vanaspati(Pakgd)
Pickle
Jam
Ketchup
Cheese
Instant Noodles
Other Noodles
Cornflake Loose
Cornflake Branded
Condensed Milk
Packed Soup
Branded Spices
Packed Salt
Packed Atta
Infant Milk Powder
Baby Food
Frequency Of Use
Butter
Daily Or More
4 - 6 Weeks
2 - 3 Week
Once A Week
2 - 3 Months
Once A Month
Less Often
MFD/Health Beverages
Daily Or More
4-6 Weeks
2 - 3 Week
Once A Week
2-3 Months
7
#
#
Once A Month
Less Often
#
#
2
0.1
Pure Ghee
Daily Or More
4-6 Weeks
2 - 3 Week
Once A Week
2 - 3 Months
Once A Month
Less Often
232
105
136
146
29
47
23
7.8
3.5
4.6
4.9
1
1.6
0.8
Vanaspati(Loose)
Daily Or More
4 - 6 Weeks
2 - 3 Week
Once A Week
2-3 Months
Once A Month
Less Often
16
11
38
51
27
24
25
0.5
0.4
1.3
1.7
0.9
0.8
0.8
Vanaspati(Pakgd)
Daily Or More
4-6 Weeks
2 - 3 Week
Once A Week
2 - 3 Months
Once A Month
Less Often
21
61
50
70
22
41
41
0.7
2.1
1.7
2.4
0.8
1.4
1.4
Pickle
Daily Or More
4 - 6 Weeks
2 - 3 Week
Once A Week
2-3 Months
Once A Month
Less Often
305
126
112
109
30
4
16
10.3
4.2
3.8
3.7
1
0.1
0.5
Jam
Daily Or More
4-6 Weeks
2 - 3 Week
Once A Week
2-3 Months
Once A Month
Less Often
23
30
53
71
46
50
18
0.8
1
1.8
2.4
1.5
1.7
0.6
Ketchup
Daily Or More
4 - 6 Weeks
2 - 3 Week
Once A Week
2-3 Months
Once A Month
Less Often
5
3
10
8
11
5
14
0.2
0.1
0.3
0.3
0.4
0.2
0.5
2-3 Months
Once A Month
Less Often
11
#
#
0.4
#
#
Toilet Soap For Washing Hair
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
502
210
518
242
18
9
1
16.9
7.1
17.4
8.1
0.6
0.3
0
Coconut Hair Oil - Loose
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
507
206
425
153
17
12
3
17
6.9
14.3
5.1
0.6
0.4
0.1
Coconut Hair Oil - Packaged
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
446
227
314
93
6
1
3
15
7.6
10.6
3.1
0.2
0
0.1
65
34
92
44
15
6
2.2
1.1
3.1
1.5
0.5
0.2
#
'
69
6
31
8
2.3
0.2
1.1
0.3
Other Hair Oil - Loose
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Other Hair Oil - Packaged
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Toothpaste
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
#
#
#
8
1
0.3
0
325
1826
4
9
2
#
10.9
61.4
0.1
0.3
0.1
#
#
Once A Month
Less Often
Tooth Powder
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Coal/Ash/Tobacco For Clean
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
34
412
5
6
2
4
1.1
13.9
0.2
0.2
0.1
0.1
#
#
ng Teeth
17
249
#
0.6
8.4
#
2
#
#
#
#
0.1
#
#
#
#
0.3
0.8
0
0
0.2
0.2
10
22
1
1
6
7
#
Cold Cream
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Other Cream
More Than A Day
Every Day
0.3
#
#
Neem Stick For Cleaning Teet h
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Moisturising Lotion
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
#
9
#
1
0
88
254
14
15
3
5
2
4
3
8.6
0.5
0.5
0.1
0.2
0.1
0.1
33
61
8
5
1.1
2
0.3
0.2
#
#
2
#
#
0.1
#
#
74
482
2.5
16.2
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Talcum Powder-For Face
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Talcum Powder-For Body
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Deodorant
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
Face Wash (Ponds/Pears Etc)
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
After Shave Lotion
More Than A Day
Every Day
4-6 Weeks
2-3 Weeks
Once A Week
2-3 Months
Once A Month
Less Often
17
13
10
#
0.6
0.4
0.3
#
8
2
0.3
0.1
264
1344
38
33
11
2
#
22
8.9
45.2
1.3
1.1
0.4
0.1
#
0.7
28
158
14
8
6
#
#
#
0.9
5.3
0.5
0.3
0.2
#
#
#
10
50
5
16
10
4
0.3
1.7
0.2
0.5
0.3
0.1
#
#
8
0.3
13
69
2
16
5
0.4
2.3
0.1
0.5
0.2
#
#
#
#
3
#
0.1
#
0.2
0.3
1.4
1.3
0.8
0.2
6
8
40
39
23
7
#
#
Food Products
Had In Last One Month
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
1243
862
343
372
679
745
1433
252
1332
1766
41.8
29
11.6
12.5
22.8
25.1
48.2
8.5
44.8
59.4
Consume In Season
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
429
62
477
14.4
2.1
16
1+ Day
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
57
3
10
16
21
4
22
7
7
54
1.9
0.1
0.3
0.5
0.7
0.1
0.7
0.2
0.2
1.8
Every Day
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
124
10
36
27
94
34
47
3
48
156
4.2
0.3
1.2
0.9
3.2
1.1
1.6
0.1
1.6
5.3
4-6 Weeks
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
94
20
28
27
60
14
67
15
25
3.2
0.7
0.9
0.9
2
0.5
2.2
0.5
0.9
Frequency
Biscuits
128
4.3
2 - 3 Weeks
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
270
83
110
86
147
99
247
41
230
394
9.1
2.8
3.7
2.9
5
3.3
8.3
1.4
7.7
13.3
Once A Week
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
344
223
86
100
166
221
407
71
345
555
11.6
7.5
2.9
3.4
5.6
7.4
13.7
2.4
11.6
18.7
Once A Fortnight
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
142
205
22
29
75
149
238
26
262
199
4.8
6.9
0.7
1
2.5
5
8
0.9
8.8
6.7
Once A Month
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
106
247
21
31
33
112
199
51
209
129
3.6
8.3
0.7
1.1
1.1
3.8
6.7
1.7
7
4.4
Less Often
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
106
69
30
56
82
3.6
2.3
1
1.9
2.8
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy )Soft Drinks
Ice Creams
Biscuits
112
206
38
209
150
3.8
6.9
1.3
7
5.1
Home
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
536
684
142
119
160
457
331
76
403
1466
18
23
4.8
4
5.4
15.4
11.2
2.6
13.5
49.3
Work
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
184
45
41
95
140
53
182
26
118
121
6.2
1.5
1.4
3.2
4.7
1.8
6.1
0.9
4
4.1
Friend's Place
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
277
75
89
76
213
97
498
82
389
80
9.3
2.5
3
2.5
7.2
3.3
16.8
2.8
13.1
2.7
16
3
0.5
0.1
Where Consumed
Cinema
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
#
#
8
32
59
77
5
56
6
0.3
1.1
2
2.6
0.2
1.9
0.2
Others
Chocolates
Lozenges/Boiled Sweets
Toffees/Eclairs
Mints/Mouth Freshner
Chewing Gum
Potato Chips/Wafers
Bottled Aerated Soft Drinks
Other(Non Fizzy)Soft Drinks
Ice Creams
Biscuits
231
56
71
75
134
80
344
64
368
93
7.8
1.9
2.4
2.5
4.5
2.7
11.6
2.1
12.4
3.1
Own
Wrist Watch - Mechanical
Wrist Watch - Electronic
Bicycle
2 Wheeler - Own
2 Wheeler - Company
4 Wheeler - Own
4 Wheeler - Company
Credit Cards
Digital Diary
Mobile Phone
Pager
Computer Laptop
551
1188
516
157
21
3
#
2
4
2
5
#
18.5
40
17.4
5.3
0.7
0.1
Intention To Buy
Wrist Watch - Mechanical
Wrist Watch - Electronic
Bicycle
2 Wheeler - Own
4 Wheeler - Own
Credit Cards
Digital Diary
Mobile Phone
Pager
Computer Laptop
70
188
99
174
2
12
7
6
11
3
2.4
6.3
3.3
5.8
0.1
0.4
0.2
0.2
0.4
0.1
1
2
540
9
1
18.2
0.3
0
1
2
1156
25
7
38.9
0.8
0.2
1
2
506
2
8
17
0.1
0.3
Personal Products
#
0.1
0.1
0.1
0.2
#
Wrist Watch - Mechanical
3+
Wrist Watch - Electronic
3+
Bicycle
3+
2 Wheeler - Own
28
48
22
19
48
Scooter - 2 Stroke
Scooter - 4 Stroke
Motor Cycle - 2 Stroke
Motor Cycle - 4 Stroke
Moped
2 Wheeler - Company
Scooter - 2 Stroke
Scooter - 4 Stroke
Motor Cycle - 2 Stroke
Motor Cycle - 4 Stroke
Moped
4 WHEELER-OWN
Any Daewoo
Any HM
Any Fiat
Any M&M
Any Maruti
Any TATA
Daewoo Cielo
Daewoo Matiz
GM/Opel Astra
HM Ambassador
HM Contessa
Fiat/Premier Padmini
Fiat Uno
Premier 118 NE
PAL Peugot
Honda City
M&M Commander/Jeep
M&M Armada
Tempo Trax
Ford Escort
Maruti 800
Maruti OmniA/an
Maruti Gypsy
Maruti 1000
Maruti Esteem
Mercedez
TATA Mobile
TATA Sierra
TATA Estate
TATA Sumo
TATA Safari
TATA Indica
Hyundai Santro
Other Indian Cars
Other Foreign Cars
Other Jeep/MIV
Maruti Zen
Tractor
4 WHEELER - COMPANY
Daewoo Cielo
Daewoo Matiz
0.9
1.6
0.7
0.7
1.6
it
it
0.1
0.3
0.2
0.1
3
10
6
3
3
#
#
#
#
0.1
it
it
it
it
#
if
3
#
it
it
it
it
#
it
it
it
it
it
it
it
a
#
#
#
it
it
it
it
it
it
a
it
it
it
it
it
it
it
a
it
0.1
#
#
#
#
it
it
#
it
it
it
#
it
it
it
it
it
it
it
#
it
#
a
it
it
it
it
it
#
it
it
it
it
it
Multiple indicator Survey - 2000
(MJCS-81)
A Brief Note on the Survey Methodology,
Implementation and Preliminary Results
yrwcd @
Strategic Planning;. Monitoring and Evaluation Section
UNICEF India Country Office
73, Lodi Estate, New Delhi 110 003
Tel: 011-469 0401 Fax:011-469 1410
E-mail: plgnioneval@uniceT.delhi.nic.in
Presented at the XXIV Annual Conference of the
Indian Association for the Study of Population
22-24 February 2001, Andhra University, Visakhapalnatn.
Introduction
in September 1990, 71 heads of slate and 8<S ministerial representatives convened at United
Nations (UN) Headquarters in New York for the World Summit for Children (WSC). The
World Summit tor Children adopted a declaration on the Survival, Protection, and
Development of Children and a Plan of Action for its implementation. The Plan of Action
identified seven ifiajor goals and twenty supporting goals relating to the survival, health,
nutrition, education and protection of children to he reached by the year 2000. The UN
system was given the task of assisting countries in achieving these goals and measuring
progress. United Nations Children’s Fund (UNICEF) was asked to be the lead agency in this
process.
Alter the WSC, a set of goals for the mid-decade and end-decade were agreed upon.
The World Summit Plan of Action called for a mid-decade ami an end-decade review of
progress. The need to measure progress toward these goals increased the demand for high
quality and timely, data. In many developing countries, routine reporting systems were often
found to be inadequate, and did not uniformly collect information on many of the goals.
The 1993 SAAKC Summit identified specific targets and goals to be achieved by the
year 1995. This led to a global movement on identifying Mid-Decade Goals (MDGs) to be
achieved by all by the end of 1995 and institutionalisation of appropriate indicators for
measuring progress against these Mid-Decade Goals. UNICEF led a process to develop an
affordable, fast and reliable household survey system that would fill gaps in knowledge and
update available data. UNICEF worked with a number of agencies, including the UN
Statistical Division, WHO, UNESCO, UNFPA, UNDP, the World Bank, London School of
I lygiene and 1 ropicai Medicine, and the Centre for Disease Control to develop a model
questionnaire to measure standard indicators for the Mid-Decade Goals. The model
questionnaire was incorporated into a manual that had detailed instructions for planning and
implementing a cluster survey. The questionnaire and manual were distributed to UNICEF
country' offices with instructions that they should carry out a M1CS if there are no other
reliable sources of data to report on MDGs. The M1CS-1 to measure the progress towards
achieving MDGs implemented in approximately 60 countries, including India.
India was one of the countries included in the Global Evaluation of Multiple Indicator
Chisler Surveys conducted in 1996. The observations and recommendations of the global
evaluation have been very' useful in modifying the approach and standardising (his second
round of MICS in India. Three consultations were held in June 1999 involving all offices in
UNICEF, India to discuss the modalities for the reporting on Goals and lhe draft formats for
MICS-II. UNICEF. New York had already made available lhe formats and instruction for
these surveys. lhe survey formats were further discussed al a Workshop in Delhi in August
I')>)'), involving a number of Ministries and Departments, various agencies who had the
experience ol conducting many survevs including the first round of MICS. l he workshop
Table 3: Selected Indicators from the Multiple Indicator Survey (MICS-II)
All India
SI no List of indicators
31 Percent of children age 12-23 months who received'
BCG
dp
DPT2
DP I 3
OPV1
OPV2
OPV3
Measles
Fully immunized
Not immunized at all
67.7
64.3
56.0
46.5
69.9
66.0
58.9
50.4
35.6
0.6
ri
Himachal
Pradesh
Jammu &
Kashmir
Kamataka
94.8
94.1
89 8
89 6
83.7
78 8
68 5
93.8
91 6
82.1
65 6_52.5
sX’ 0 §f,_
90.9
88 5
85 6
82.0
90,9 '
87.8
^84.5‘A.
>572’2
82 4
96 0
94 3
89.3
85.9
67 2
0.0
32
33
34
35
XV
36
55.0
-
57 3
48.7
47.7
29 4
1.5
96 6
94 5
84 4
82 6
60 4
00
48 7'
38 3
64 3
/() 8
77 4
77 1
73 3
».4 4
78 5
74 7
66 4
69 9
r.n f
r, :
•.: •.
74
70 5
r-o 3
%
61 5
57 0
00
JJ •
0 7
81.0
74 1
50 3
73 2
64 5
61 3
81.5
88.1 < .
86.3 -C>.. 88.5
8
98 7
98 1
99.1
82.4
90 3
88 7
90.0
89 2
90.5
91 8
90.7
96.7
99 6
99.3
99 5
76.3
88.9
84 6
89 6
95 0
97 0
97 3
96.6
94 3
96 4
79 7
57 1
97 1
39 1
78.6
75.5
82.3
76.2
93.2
96.2
97.6
96 8
81 6
86.2
87.4
86.0
87.0
73 8
88.3
72 7
96.4
98 0
99 0
98.7
73.1
74.2
79 9
75.6
92 2
87 4
94 0
87 6
93 5
93 6
78 7
81 9
94 9
S'
93 7
82 5
9.6
3.2
1.8
06
4.5
0.9
- ■
12 9
2.2
1.7
0.2
13.5
7.7
2.9
3.0
1.8
3 5
35
1.1
04
5.5
0.4
0.8
1.3
1.5
0.3
37
1.9
09
7.2
.
'
C4
r-_
'•
Child Labour
Percent of children age 5-14 working for some one outside the
family:
For pay
Not for pay
Page ■ 22
93 3
89 7
82 7
f/i-?ghalay a
•f, 66 7
■
Percent of children ever attended school by current age.
5-9 years
10-14 years
6-10 years
11-13 years
Percent of children currently attending school by current age.
5-9 years
.
'Ti-_
10-14 years
..
6 -10 y e a r s
11-13 years
. \.
V. v
Percent dropouts from:
Government schools
Private schools
,.69 3
-59 2
'68 0
?’ 1.1
95 6
90.3
85 3 k
•. 80 0
■95 0 .
i. 94 3
.-c91 9
88 4
71 9
0.0
Manipur
77.0
Percent of children age 12-23 months having BCG scar
Education
Maharashtra
” ■
y
XIV
Madhya
Pradesh
Kerala
•
2.8
2.5
0.7
0.4
1 2
1 y
02
UNICEF, India: MICS-II Preliminary A'esr fs
Table 3: Selected Indicators from the Multiple Indicator Survey (MICS-II)
Himachal
SI no List of indicators
All India
Pradesh
37 Percent distribution of children working for some one out side
the family by sector of work:
/Agriculture and livestock
30.7
7.6
Manufacturing
4.5
4.9
Cottage industry
2.B
0.0
Domestic labour
19.1
18 2
Other (excluding service)
28.6
49 8
38 Percent of children age 5-14 years:
Engaged in households chores
40.7
52.6
Engaged in household chores for more than four hours a
week
31.4
38 3
Engaged in family enterprise/work
8.4
74
Engaged in family enterprise/work for more than four hours a
7.2
42 4.6
week
Median duration of work by children who engaged.
-Tc-6 7
20.7
For someone outside the family
T8.5 \ v 6 6
In household ctiores
In family enterprise/work
10.4 <'
6.2
- . -..
XVII Marriage, Fertility and Contraception
■•;
40 Percent ever-married among all women age 15-49
Vj;, '<rr "^82.5
75 4
,
''T-.' '
41 Crude birth rate
27.9
26 2
42 General fertility rate
V
111.8
99 9
43 Total fertility rate
3.25
2.77
44 Mean number of children ever born to women age 45-49
4.75
4.20
45 Percent of currently married women age 15-49:..^'*’
Using any contraception
*
46.9
69 6
Using any modern contraceptive^
42.3
64.0
Page - 26
Jammu &
Kashmir
Kamataka
16.5
16.3
24.3
10 0
20.1
,■
Kerala
56.1
4.7
12.0
2.1
3.3
.■< 2.4
9 7 v 7.3.5 :
10.4
; 53 5
->
Madhya
Pradesh
Maharashtra
'•44.1
00'
•> 0 0
12.0
32.6
5 1
1.7
07
5.2
29 1
Meghalaya
Manipur
/■« l>
10 4
02
02
69 9
2 8
00
38 5
13 6
7 ?
30.9
VC39 5
46 8
38.7
56 5
57 1
5G 4
: 23 5■ ,T4.6„-"
33 4
6.8
13 9
5.8
34.0
6.5
44.0
9 2
38 7
76
/ * -
' 3.9
6.1
2.2
62
6 7
/ •"
c.
34 8
6 8
94
48 4
11.6
15.7
1.8
2.8
30
40.1
9.0
13 9
13 8
6 5
69
2 5
6 3
r' 3
J .
10 1
C. Q
i3 3
1
64 8
24 7
97.7
3.25
5.12
79.8
24.8
94.4
2 56
4 48
74 4
21.2
73.2
2.26
3.27
85.5
34.1
143.8
4.17
5.08
80 9
23 8
92.6
2 64
3 77
60 8
27 5
103 6
3 30
5 04
65 7
33 7
137 2
4 4:
39 9
37 2
58 3
55.1
62.0
56 4
45 1
42.2
57 5
55 9
38 0
21 1
14 0
12 9
UNICEF. India: MICS-ll Prelinurary
5 80
Table 3: Selected
icators from the Multiple Indicator Survey (MICS-II)
Sl.no list of indicators
All India
Himachal
Pradesh
•'
■
Jammu &
Kashmir
61.8
61.9
57.3
81.1
54.5
80.7
79 9
61.4
58.2
XVIII Antenatal, Natal and Postnatal Care
46 Percent of mothers who delivered during the year preceding the
survey received
Antenatal checkups
Two tetanus toxoid injections
Iron and folic acid tablets
47 Percent of mothers who consumed all the iron tablets given to
them.
Among those received ANC
Among all those who delivered during the last one year
48 Percent of institutional deliveries
49 Percent of deliveries attended by a health professional
50 Percent of caesarian deliveries
51 Percent of mothers who received postnatal checkups
XIX
52
53
58.9
56.0
34.5
42.5
6.4
24.3
Knowledge about HIV/AIDS among Women
Page ■ 30
Maha
rashtra
Manipur
96.7
84.2
69 2
<75.4
73.4 ■■■ . 92.5
50.1
57.7
49 3
89 4
67.8
77.6
78 1
57 1
46 3
68 0
67.7
96.3
96.5
27.0
78 4
55.7
51.9
20.5
32 0
34
9.3
55 9
56 3
53 0
60 7
76
65 4
43 5
39 0
55 3
6 1
15 3
71 0
61,0-.. <56.5
71 4
61.7
■56 4
32.3
■*’ 52.9
<42.0
43.7 < ^„'46,7 '-'r:
61 9
4.5
<10 8
5.6
'20 4
31.7
•-15:9
Kerala
t
Megha
laya
55 ?•
7G 4
51 1
-- •
1
?
30 ?
7
10 R
% •
Percent who have heard of HIV/AIDS among:
Ever married women age 15-49
39.3 y
Never married women age 15-49
.. 60^9 >■
All'women age 15-49
''-.43.0
Percent among women age 15 49 who have heard about HIV/AIDS' •'
Reported that a person can avoided getting HIV/AIDS,. \
67.2
Reported that AIDS virus can be transmitted from a mother to
a child
■
73.2
Reported that AIDS virus can be transmitted during pregnancy
80.2
Reported that AIDS virus can be transmitted from mother to
child during delivery
''
68.6
Reported that AIDS virus can be transmitted from mother to
child through breast milk""--, ::. ’
66.7
Approve that a healthy HIV infected person can continue to
work.
49.2
Reported that a woman can ask a man to use condom
Madhya
Pradesh
Karna
taka
48.3
59.5
77.6
63.9
25.0
45.0
32 0
62.7
77.9
65.8
86 9
87 3
87.0
21.8
52 0
26.2
56.2
74 7
59 7
92 1
93 9
92 8
39 0
54 1
73 1
54.3
73.5
67.2
68.7
64.0
88 6
69 9
60 6
79.5
78.5
80 8
81.7
81 0
75 4
73 9
75 8
78 2
64 4
811
67 2
89 9
GR q
68.2
68.8
70.9
57.3
65.0
70 7
73 5
er, R
59.0
74.1
71 3
57 2
59.9
62 5
64 G
ij, 1
50 3
66.7
48.3
50.8
i 43 6
: 57 4
41.4
50.5
51.2
51.5
58.0
66 1
46 8
30 3
60 9
.
32 4
UNICEF. India. MICS-II Preliminary
44 O
66 5
'«5
A
it CXJ (
6.
Fw<U,((y
Ul.G[
ff
f/
Table 3.7 Exposure tg mas? media by statg
Percentage of ever-mamed women age 15—49 who usually read a newspaper or magazine, watch television, or
listen to the radio at least once a week, who usually visit a cinema/theatre at least once a month, or who are not
regularly exposed to any of these media according to state. India, 1998-99
Exposure to mass media
State
•
Reads a
newspaper or
magazine at least
once a week
Watches
television
at least
once a week
Listens to the
radio at least
once a week
Visits the
cinema/theatre
at least once
a month
Not
regularly
exposed to
any media
India
20 8
45.7
36 5
10.6
40.3
North
Delhi
Haryana
Himachal Pradesh
Jammu & Kashmir
Punjab
Rajasthan
50 1
21.7
27.5
12.7
31 4
12.4
90 1
60 9
73.9
54 6
77 3
30.2
54.1
31.4
56 5
57 6
35.4
16.7
14.5
4 0
2 0
2.5
5.7
2.9
7.3
33.1
16.3
25.6
18.0
63.1
Central
Madhya Pradesh
Uttar Pradesh
16 4
12.6
44 5
32.1
28.2
29.5
74
3.5
45.2
54.7
East
Bihar
Orissa
West Bengal
9.3
10 7
15.0
16 8
27.7
40.8
20 3
33.1
416
4.4
4 6
97
72.7
55.7
38.6
Northeast
Arunachal Pradesh
Assam
Manipur
Meghalaya
Mizoram
Nagaland
Sikkim
10.5
16 5
39.3
31 9
65.1
26.9
19.1
47.5
28 8
61.2
39.7
44 1
46.0
56.1
41 5
40.6
72.6
39.0
66.7
44.4
54.0
10.6
5.6
13.0
4.1
1.1
1 4
19.0
36.7
47.4
16.2
37.3
16.9
35.7
21.5
West
Goa
Gujarat
Maharashtra
48.4
29 7
32.2
80 8
55.9
61.8
52.0
30.5
36.1
4.3
7.5
8.3
11.6
33.8
29.6
South
Andhra Pradesh
Karnataka
Kerala
Tamil Nadu
19.5
27.9
64 2
23.1
58.2
58.4
62.4
63.0
39 2
60 9
70.9
51.7
35.1
19.7
12.1
21.9
23.7
21.4
11 5
20.3
to television than to any other form of media. The exposure to print media,- which is dependent
on literacy, varies from a high of 64—65 percent in Mizoram and Kerala (the two Indian states
where literacy is highest) to a low of 9 percent in Bihar and 11 percent in Arunachal Pradesh and
Orissa. Cinema or theatre is most popular in Andhra Pradesh where 35 percent of women visit a
cinema or theatre at least once a month and least popular in Mizoram and Nagaland where only 1
percent of women do so. Cinema or theatre is also popular in Tamil Nadu, Karnataka, and
Sikkim, where 19-22 percent of women visit the cinema/theatre regularly. The proportion of
women regularly exposed to the cinema or theatre is less than the proportion exposed to each of
the other forms of media in every state except Andhra Pradesh and Arunachal Pradesh.
During the six and one-half years between NFHS-1 and NFHS-2, every state registered
an increase in the proportion of women who watch television, with increases of 20 percentage
60
points or more,in Himachal Pradesh, Nagaland, Manipur, Kerala, and Punjab . Regular exposure
tq^dio increased in all of the northeastern states and slightly in Himachal Pradesh, but declined
elsewhere. Regular visits to the cinema/theatre•declined in 17 of the 23 states for which
comparisons can be made and the decline was largest in the states where such visits were most
common at the time of NFHS-1. The decrease was especially pronounced in Tamil Nadu where
the percentage of women visiting the cinema/theatre at least once a month declined from 43
percent to 22 percent.
3.5
Women’s Employment
Labor force participation not only gives women an opportunity to earn income, but also exposes
them to the outside world and to authority structures and networks other than kin-based ones
(Dixon-Mueller, 1993). In a developing country such as India, however, where women's
workforce participation is often motivated by poverty, these benefits are likely to be mediated by
the social context of women's work and their total work burden (Bardhan, 1985; Desai and Jain,
1994). In addition, the empowering effects of employment for women are likely to depend on
their occupation, the continuity of their workforce participation, and whether they earn and
61
T ibie 7 12 Women s autonomy hy st;ite
Percentage of ever-mamed women involved in household decisionmaking, percentage with freedom of movement, and percentage
with access to money by state. India. 1998-99
Percentage involved in decisionmaking on:
State
Percentage
not involved
.n any
decision
making
Percentage
who do not
need permission to:
What to
cook
Own
health
care
Purchasing
jewellery,
etc.
Staying
with her
parents/
siblings
Go to
the
market
Visit
friends/
relatives
Percentage
with access
to money
India
9.4
85.1
51.6
52.6
48 1
31.6
24.4
59.6
North
Delhi
Haryana
Himachal Pradesh
Jammu & Kashmir
Punjab
Rajasthan
5.3
3.4
0.3
12.4
1.0
13.3
83.0
93.5
95 1
80.0
96.7
82.3
68.7
67.2
80.8
55.5
78.5
40.6
58 5
77.8
93.4
58 2
75.3
42.7
46.5
64.5
91 4
48.9
67.6
39.3
51.7
36.7
32 5
12.0
50.1
19.0
33.9
20.8
31.1
7.8
28 0
17.0
82.3
70.8
80 1
58.1
78 3
40.5 •
Pradesh
Uttar Pradesh
12.5
16.4
81.7
77.8
36.6
44 8
44.3
41.4
38.1
36.1
21.0
17 4
19.5
12.4
49.3
52.3
East
Bihar
Onssa
West Bengal
13.5
10.6
8.0
82.4
86 3
87 4
47.6
38.6
45.1
42.9
54.8
48.4
44.0
48.3
46.7
21.7
18.2
17 8
20.5
15.4
14.1
66.7
46.3
51.4
Northeast
Arunachal Pradesh
Assam
Manipur
Meghalaya
Mizoram
Nagaland
Sikkim
1.4
4.6
3.3
2.6
5.8
04
2.7
93.6
88.4
87.4
91.7
88.2
97.4
92.1
70.0
65.1
43.3
78 9
73.2
69.4
60.2
76.5
54.3
66.3
70.6
77.8
77.3
57.9
74.8
45.4
63.2
78.4
77.0
80.0
56.7
46.8
13.2
28.6
46.5
64.2
17.3
38.2
53.7
13.9
28.3
48.5
59.5
20.1
41.6
78.6
35.0
76.8
81.5
55.0
27.9
78.9
West
Goa
Gujarat
Maharashtra
36
4.1
7.2
89.9
90.4
87.5
61.6
71.4
49.9
62.5
73.6
50.3
72.4
65.1
44.4
66.7
55.1
48.5
58.7
50.6
32.1
82.4
73.6
64.2
South
k Andhra Pradesh
P Karnataka
I Kerala
I Tamil Nadu
74
8.1
7.2
2.4
86.2
88.4
80.9
92.1
56.1
49.3
72.6
61.1
61.4
47.3
63.4
67.4
57.7
44.5
59.7
62.4
20.1
43.0
47.7
78.5
14 6
34.3
37.9
55.9
57.7
67.0
66.2
79.0
Table 3.13 indicates that there are sharp urban-rural differences in women’s educational
aspirations for girls and boys. Rural respondents have lower educational aspirations than urban
respondents, particularly for girls. Rural respondents are also much less likely than urban
respondents to say that girls and boys should be given as much education as they desire. It is
notable, however, that even in rural areas more than two-thirds of women say that girls should be
aiven at least a high school education or as much education as they desire.
70
Table 3 16 A’omen s pxpenence with beatmqs or physical mistreatment by stale
Percentage of ever-mamed women wno have been beaten or physically mistreated by their husband in-laws, or
other persons since age 15 and percentage beaten or physically mistreated in the past 12 months, according to
state, India 1993-99
State
Percentage
beaten or
physically
mistreated
since age 15
Percentage beaten or physically
mistreated since age 15 by:
—
Husband
In-laws
Other
person
Percentage
beaten or
physically
mistreated in the
past 12 months
India
21.0
18.8
1.8
3.1
11.0
North
Delhi
Haryana
Himachal Pradesh
Jammu & Kashmir
Punjab
Rajasthan
14.1
13.2
5.8
22.0
13.7
10.9
9.8
10.8
3.9
15.4
11.7
9 8
1.1
2.3
1.2
4.8
1.3
1.5
5.1
3.4
1.5
7.1
4.4
0.9
7.6
5.1
2.1
9.3
6.4
5.4
Central
Madhya Pradesh
Uttar Pradesh
21.2
22.4
19.7
20.8
1.9
1.9
1 6
2.2
11.8
13.5
East
. Bihar
Onssa
West Bengal
26.6
28.9
17.6
24.9
22.9
15.7
2.4
3.0
1.7
3.1
7.9
2.4
18.5
13.6
8.7
Northeast
Arunachal Pradesh
Assam
Manipur
Meghalaya
Mizoram
Nagaland
Sikkim
26.4
15.5
19.7
31.1
20.1
19 0
11 4
18.8
14.1
8.3
2.8
11.5
12.8
6.9
1.6
0.8
3.7
0.9
0.0
0.7
0.5
10.1
2.3
9.3
28.8
9.5
7.8
4.6
16.2
8.6
5.6
9.6
9.5
15.2
7.6
West
Goa
Gujarat
Maharashtra
17 9
10.1
18.1
13.9
8.6
16.7
2.4
0.9
2.0
4.0
1.6
2.1
6.4
5.8
7.3
South
Andhra Pradesh
Karnataka
Kerala
Tamil Nadu
23.2
21.5
10.2
40.4
21.2
19.7
7.5
36.0
2.8
1.1
0.2
0.5
2.0
2.2
3.2
9.0
12.8
9.9
3.5
16.1
Nagaland, Bihar, and Sikkim, more than two-thirds of women who experienced violence since
age 15 were beaten at least once during the 12 months preceding the survev.
‘
i
,i
i
These results underscore the widespread prevalence of domestic violence in India,
especially violence perpetrated by husbands against wives. The high level of acceptance of wifebeating also revealed by these data suggests that women may feel powerless against such
violence and will tend to accept it without question. The experience of violence and the silent
acceptance of violence by women undermines attempts to empower women and will continue to
be a barrier to the achievement of demographic, health, and socioeconomic development goals.
79
1 abl<» 5 2 Knnwlenqe
mntrnc ->ptivo ini' thnnr. nv •■taio
Percentage ot currently married jvomen w io know inv contmcocttv' method bv 'ipecific method and -.tail . India. 1998-19
IUC
Female
ster
ilization
Male
ster
ilization
Anv
traditional
method
Rhythm/
•ate
period
With
drawal
Dther
method ‘
79 5
70.6
18 2
39 3
48 9
45 1
.:i 2
2.7
99.7
99 8
100.0
98 3
100.0
98.7
98.7
93.9
93.9
31.3
96 5
79.0
95.3
90.3
92.3
77.0
96.9
69 3
74 4
99.2
99 5
100.0
98.3
99 9
97.3
99.1
97 1
99.3
94 0
98.3
90.7
• 0. .
77
90 9
54 2
78.3
32 2
69.2
70.6
87.9
37 0
72 7
29.5
~4._
92.1
93 6
76.9
97.1
65.5
63.3
42.6
63. t
11 j
■ 1
2.3
:'4
30
2.1
1.3
97 3
98.4
97.8
98.3
67.0
34.7
50.1
73.5
00.0
33.1
96.6
97.4
30.6
92.5
31.1
60.2
29 5
54.3
13.b
33.0
2.3
3.0-
99.2
98.5
99.5
99 2
98.3
99.4
74.9
75.4
92.5
58.7
55.3
t 2. 1
64 3
OO. 1
78.9
98 9
97.7
98.3
97.3
90.2
33.7
39.5
52.0
74.7
36.2
46.3
67 5
24.4
43.0
61.6
34
3.5
3.0
Northeast
Arunachal Pradesh
Assam
Manipur
’ Meghalaya
Mizoram
1 Nagaland
j Sikkim
98.1
98 4
95.1
88.4
97.8
88.0
99.4
98.1
98.3
94.9
37.9
97.8
87.5
99.4
34 9
37.3
32.3
75.9
38.1
73.7
89.4
75.1
70.3
35.3
62.4
86.3
77.1
89.7
58 9
71.2
74.0
57.3
91.2
68.3
79.4
96.9
96 3
93.4
78.6
96.S
83.0
98.4
63.3
85.0
90.1
47 9
78.5
59.3
91 3
33 4
65.3
67.2
48.2
54.6
67.0
70.3
32.6
61.5
55.2
45.0
52.2
64.5
67.1
17.4
50.3
56.9
33.7
40.1
58.4
41.7
4.2
5.9
7.7
14.4
0.5
1.1
2.4
i West
i Goa
Gujarat
i Manarashtra
99.7
98.5
994
99.7
98.3
99.4
89.7
72.0
84.1
79.6
76.2
79.9
36.7
53.2
71.7
98.3
97 3
98.9
76.7
31.9
87.5
56.3
56.3
34.5
51.4
54.2
32.4
37.7
35 3
18.6
5.7
5.9
1.7
98.9
99.4
99.7
99.9
98.9
99.3
99.7
99.9
50.1
69.0
90.4
82.8
50.7
74.4
89.2
86.5
48.3
51.1
91.5
79.4
98.5
99.0
99 0
99.3
90.9
76.5
94.0
93.7
15.3
41.9
78.1
51.3
14.4
41.5
71.4
48.1
7.4
8.4
61.4
35.3
1 2
1.1
0.5
3.6
1
Slate
Any
method
Any
.modern
method
Pill
India
99.0
98.9
North
Delhi
Haryana
Himachal Pracesn
Jammu A Kashmir
Punjab
Saiastnan
39 7
S9.9
1C0.0
98.3
100.0
98.3
Central
Madhya Pracesn
Utlar Pradesh
2.:n-
^^^jr
Orissa
West Bengal
!
i South
1 Andhra Pradesh
Karnataka
^terala
: ^cmil Nadu
•
Includes Doth modem ana traaitional metnoas that are not listed seoarateiy
Ever use of any modem method increases with women's age up to age 35-39 (peaking at
67 percent) and declines at older ages. The increase in contraceptive use with age up to 3?-39
retlects a life-cycle effect, with women increasingly adopting contraception as their fertility goals
are met. Declining ever use of modem methods by older women retlects. at least in part, larger
familv size norms and lower levels of contraceptive prevalence in the past. The pattern of ever
use bv ace is similar for urban and rural areas, although urban women are more likely to have
used contraception than rural women at every age.
r
.
Table 6.25 Source of knowledge about AIDS by state
The percentage of ever-married women who have heard about AIDS and among women who have heard about AIDS, the percentage who received information from specific
sources by state, India, 1998-99
Among those who have heard about AIDS, percentage who received Information from:
Percentage
Stalo
heard about
AIDS
Radio
Television
Cinema
Newspaper/
magazine
Poster/
hoarding
Health
worker
Adult education
programme
Friend/
relative
School/
teacher
Other
source
India
40.3
41.5
78.8
8.1
26.8
12.5
3.6
0.5
30 9
1.0
64
North
Delhi
Haryana
Himachal Pradesh
Jammu & Kashmir
Punjab
Rajasthan
79.2
44.3
60.9
31.9
54.6
20.8
36.1
32.2
33.3
45.9
25.2
28.1
96.9
90.5
89.8
86.4
94 6
87.4
13 2
3.6
2 7
22
3.9
4.5
38.8
26.3
28.0
16.4
34.2
26.7
21.6
17 8
31 9
40
23.0
12.6
2.4
32
10.4
2.2
3.1
3.3
0.4
0.6
05
0.4
0.7
0.2
14 2
24.4
21 7
17.9
24 2
13.0
06
2.4
08
09
06
1 3
3 1
26
3.7
1.0
28
4 0
Central
Madhya Pradesh
Uttar Pradesh
22.7
20.2
27.8
39.4
93.8
90.4
5.3
7.4
29 9
22.4
7.0
6.3
3.4
1 2
0.3
0.0
10 7
11.1
08
03
20
1 9
East
Bihar
Orissa
West Bengal
11 7
39.0
26.4
55.4
61.8
31.3
82 9
74.4
84 8
13.8
5.1
52
22.1
16.7
25.8
2.9
7.0
6.0
1.2
2.2
1.8
04
04
0.0
16 4
40.2
16 3
1.1
08
03
3.2
2.9
4 2
Northeast
Arunachal Pradesh
Assam
Manipur
Meghalaya
Mizoram
Nagaland
Sikkim
60.4
33 7
92.9
44.2
93 2
72.4
53.6
30 8
63.2
73.2
54.9
67.4
39.8
57.1
62.7
63.6
34.5
60.6
30.4
40.0
70 7
5.0
15.5
4 1
4.5
1.7
1.2
4.6
9.3
27.9
23.1
42.9
60.1
25.8
21.2
8.1
17.0
12.5
21.0
44.4
27.1
24.3
1.7
3.1
6.1
6.0
12.9
3.1
10.7
05
02
0.1
1 4
1 6
1.0
05
65.3
38 5
57.4
57.4
59 3
72.3
40 3
1.4
09
08
1.1
28
1.0
09
45
5.1
17 9
4 8
16 0
23.4
4 5
Goa
Gujarat
Maharashtra
76.3
29.8
61.1
26.5
15.2
22.2
82.5
85 9
76.8
24
5.2
2.7
34.7
46.4
23 0
18 5
37.6
16 6
10.2
3.8
65
1.8
0.3
0.2
32.9
11.9
32 8
25
1.5
1 5
13 0
54
13 6
South
Andhra Pradesh
Karnataka
Kerala
Tamil Nadu
55.3
58.1
86.9
87.3
33.7
68.3
66.8
52.4
74.3
80 6
57.3
75.1
14.7
12.0
4.3
11.8
15.9
26.9
60 6
19 2
68
10.9
7.2
14.3
2.9
4.4
3.9
3.4
03
0.4
2.5
0.4
40.6
33 4
34.6
50 9
09
09
2.0
0.9
7.7
34
5.0
89
West
-
-------------------------------- ------------------------------------lafelo Q.27 Knowledge about avQ!dar|cc AIQ$ by. state
Among ever-mamed women who have heard about AIDS, the percentage who believe AIDS can be avoided in specific ways by state.
!^£lndia, 1998-99
__________________________
'- --- --------------------------------------------------------------------------------- -—----------------------------------------------------------- ------------------------------------—
Percentage who believe AIDS can be avoided by:
Knows
Having
Avoiding sex Avoiding Avoiding Avoiding
no
sex
with
blood
way to
only one with
injections/
Using
Avoiding
homo
trans
commercial
avoid
sex
using clean IV drug
Other
Abstaining con
sexuals
fusions
sex
workers
partner
AIDS
needles
ways
State
doms
use
from sex
ipHndla
6.7
’ 19.8
40.1
25.3
3.1
18.9
29.7
1.5
6.2
32.8
17.4
23.0
21.9
25.2
10.7
52.0
36.5
39.3
15.9
34.3
33.7
54.4
43.4
44,9
26.7
40.3
36.0
21.0
8.4
11.4
8.4
10.6
4.1
7.0
1.0
0.9
2.8
1.8
1.5
30.2
20.7
15.3
12.6
23.2
9.7
42.2
31.6
30.1
20.4
29.9
19.0
1.3
2.0
0.9
2.4
4.0
1.4
4.1
4.0
2.4
6.5
5.4
5.3
23.7
28.5
26.7
51.8
32.1
40.5
'^''Central
u* Madhya Pradesn
1
Pradesh
AWk
10.1
10.0
264’
24.8
21.6
27.9
7.3
11.2
2.0
2.8
11.4
14.8
23.2
22.5
1.2
1.5
3.0
4.6
44.9
45.0
B’har
Or-ssa
jp?;.|West Bengal
18.3
16.9
6.7
23.7
14.5
21.1
25.7
39.5
18.9
11.8
34.5
15.2
3.2
2.8
2.1
9.8
27.1
10.7
16.8
61.8
20.4
4.5
4.9
1.0
12.1
25.2
5.4
49.6
15.7
50.5
/Z\‘.y^ortheast
C^Arunachal Pradesh
Assam
Manipur
Meghalaya
i,*,?’Mizoram
Nagaland
Sikkim
1.9
15.2
7.2
1 I.3
20.7
10.6
2.3
20.7
26.5
15.4
18.9
39.8
3.2
23.6
21.1
23.2
26.5
33.6
42.8
12.9
22.5
9.1
13.8
39.8
10.5
34.9
42.7
4.3
5.3
3.7
2.7
2.3
8.8
3.3
1.4
21.2
18.7
36.9
22.6
25.3
40.5
11.7
16.8
18.6
51.5
25.6
63.7
55.2
18.2
2.9
2.7
10.2
6.1
9.8
20.7
0.5
4.9
3.3
5.9
5.1
9.0
25.5
7.3
52.5
51.7
29.0
47.8
6.2
25.3
62.6
’ "Vest
r'j-c^Goa
K?"?,Gujarat
'?..;?,Maharashtra
2.9
1.8
2.2
15.0
27.2
20.1
33.7
33.0
37.6
36.6
34.6
33.3
1.1
2.6
1.8
28.7
18.7
10.9
40.7
25.6
27.3
2.0
0.8
0.8
9.5
6.0
6.9
25.1
35.4
33.3
j^t&outh
.Andhra Pradesh
Karnataka
Kerala
Wp Nadu
3.9
3.0
0.7
1.2
16.1
8.6
12.0
11.0
32.2
25.3
57.8
74.7
26.0
37.6
26.2
37.6
2.1
13.8
2.0
1.5
20.8
30.2
23.8
22.5
38.2
38.7
24.5
28.6
1.5
1.1
0.5
0.7
6.0
7.5
4.6
3.5
36.8
36.0
26.6
11.5
North
Delhi
Haryana
Himachal Pradesh
Jammu & Kashmir
,' Punjab
Rajasthan
,
$;1 ■'
239
National Readership Survey 2000
NRS - 2000
(Round 1+2)
All India
TABLE OF CONTENTS
DEMOGRAPHICS & TV, RADIO, CINEMA, INTERNET
all adults
table no.
PAGE NO.
description
' ible 4C1
Page 19
PROFILE OF DECISION MAKER OF DURABLES
(SEX/ AGE BY TOWN/ VILLAGE CLASS)
I-idle 4C2
PROFILE OF DECISION MAKER OF DURABLES
Page 20
(EDUCATION/ OCCUPATION BY TOWN/ VILLAGE CLASS.
1 -ible 5A1
Page 21
LANGUAGE SPOKEN AT HOME BY STATES (NORTH ZONE)
I able 5A2
Page 23
LANGUAGE SPOKEN AT HOME BY STATES (EAST ZONE)
I able 5A3
Page 25
LANGUAGE SPOKEN AT HOME BY STATES (WEST ZONE:
l able 5A4
Page 2-7
LANGUAGE SPOKEN AT HOME BY STATES (SOUTH ZONE)
^^ble 581
Page 29
LANGUAGE SPOKEN AT HOME BY METROS
l able 562
Page 31
LANGUAGE SPOKEN AT HOME BY METROS
I able 6A1
Page 33
TV OWNERSHIP BY TOWN/ VILLAGE CLASS
1 able 6A2
Page 34
TV OWNERSHIP BY TOWN/ VILLAGE CLASS (CONTD )
1 -ible 6B1
Page 35
TV OWNERSHIP BY SEC
I able 682
Page 36
TV OWNERSHIP BY SEC(cont.)
I able 7A
Page 37
TV VIEWERSHIP FREQUENCY BY TOWN/ VILLAGE CLASS
I able 78
Page 38
TV VIEWERSHIP FREQUENCY BY SEC
'able 7C
Page 39
TV VIEWERSHIP FREQUENCY BY AGE
l able 7D1
Page 40
TV VIEWERSHIP FREQUENCY BY
OCCUPATION (Urean - Rural)
I able 7D2
Page 41
TV VIEWERSHIP FREQUENCY BY OCCUPATION (Urban-
I able 7D3
Page 42
TV VIEWERSHIP FREQUENCY BY OCCUPATION (Rural)
I able 8A
Page 43
TV VIEWERSHIP INTENSITY BY TOWN' VILLAGE CLASS
I able 88
Page 44
TV VIEWERSHIP INTENSITY BY SEC
' able SC
Page 45
TV VIEWERSHIP INTENSITY 3Y AGE
: able 8D1
Page 46
TV VIEWERSHIP INTENSITY BY
OCCUPATION (Urban - Rural)
"able 8D2
?age 47
TV VIEWERSHIP '.TENSITY 3Y
able 3A
I)
O
1
()
c)
II)
1
-
u5
’i
ni
"D
ij
III
(/)
p-aie 48
fn
able 8D3
J
^vOUrA . ICN (Urban - Rura.i
1
TABLE OF CONTENTS
DEMOGRAPHICS & TV. RADIO, CINEMA. INTERNET
ALL ADULTS
TABLE NO.
PAGE NO.
DESCRIPTION
Table SB
Page 55
CHANNELS TUNED/ AVAILABLE BY SEC
Table 10A
Page 61
LANGUAGE OF TV VIEWERSHIP BY TOWN,' VILLAGE CLASS
Table 10B
Page 62
LANGUAGE OF TV VIEWERSHIP BY SEC
Table IOC
Page 63
LANGUAGE OF TV VIEWERSHIP BY AGE
Table 10D1
Page 64
LANGUAGE OF TV VIEWERSHIP BY
OCCUPATION(URBAN+RURAL)
Table 10D2
Page 65
LANGUAGE OF TV VIEWERSHIP BY OCCUPATION(URBAN)
Table 10D3
Page 66
LANGUAGE OF TV VIEWERSHIP BY OCCUPATION(RURAL)
Table 11A
Page 67
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
TOWN/VILLAGE CLASS
Table 11B
Page 73
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY SEC
Table 11C
Page 79
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY AGE
Table 11 Di
Page 85
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION (URBAN+RURAL)
Table 1102
Page 91
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION (URBAN)
Table 11D3
Page 97
TV CHANNEL VIEWERSHIP IN AVERAGE WEEK BY
OCCUPATION(RURAL)
Table 12A
Page 101
OWNERSHIP OF RADIO/LISTENED TO RADIO BY
TOWN/VILLAGE CLASS
•’
'
Table 12B
table 12C
table 12D1
Page 102
OWNERSHIP OF RADIO/LISTENED TO RADIO BY SEC
Page 103
OWNERSHIP OF RADIO/LISTENED TO RADIO BY AGE
Page 104
LISTENED TO RADIO IN LAST 3 MONTHS BY
OCCUPATION(URBAN+RURAL)
. Table 12D2
Page 104
LISTENED TO RADIO IN LAST 3 MONTHS BY
OCCUPATION(URBAN)
i Table 12D3
Page 105
LISTENED TO RADIO IN LAST 3 MONTHS BY
OCCUPATION(RURAL)
■Table 13A
; Table 13B
; Table 13C
Page 107
RADIO LISTENERSHIP FREQUENCY BY TOWN/ VILLAGE CLASS
Page 108
RADIO LISTENERSHIP FREQUENCY BY SEC
Page 109
RADIO LISTENERSHIP FREQUENCY BY AGE
TABLE OF CONTENTS
DEMOG R A PHICS & TV, RADIO, CINEMA, INTERNET
TABLE NO.
PAGE NO.
DESCRIPTION
Table 13D1
Page 110
RADIO LISTENERSHIP FREQUENCY BY
ALL ADULT
OCCUPATION(URBAN+RURAL)
Table 13D2
Page 111
RADIO LISTENERSHIP FREQUENCY BY OCCUPATION(URBAN)
Table 13D3
Page 112
RADIO LISTENERSHIP FREQUENCY BY OCCUPATION(RURAL)
Table 14A
Page 113
RADIO LISTENERSHIP INTENSITY BY TOWN/ VILLAGE CLASS
Table 14B
Page 114
RADIO LISTENERSHIP INTENSITY BY SEC
Table 14C
Page 115
RADIO LISTENERSHIP INTENSITY BY AGE
Table 14D1
Page 116
RADIO LISTENERSHIP INTENSITY BY
OCCUPATION(URBAN+RURAL)
Table 14D2
Page 117
RADIO LISTENERSHIP INTENSITY BY OCCUPATION(URBAN)
Table 1403
Page 118
RADIO LISTENERSHIP INTENSITY BY OCCUPATION(RURAL)
Table 15A
Page 119
RADIO STATIONS LAST LISTENED TO BY
TOWN/VILLAGE CLASS
Table 15B
Page 120
RADIO STATIONS LAST LISTENED TO BY SEC
Table 15C
Page 121
RADIO STATIONS LAST LISTENED TO BY AGE
Table 1501
Page 122
RADIO STATIONS LAST LISTENED TO BY
OCCUPATION(URBAN+RURAL)
Table 1502
Page 123
RADIO STATIONS LAST LISTENED TO BY OCCUPATIC.N(URBAN)
Table 15D3
Page 124
RADIO STATIONS LAST LISTENED TO BY OCCUPATICN(RURAL)
Table 16A
Page 125
LANGUAGE OF RADIO LISTENERSHIP BY
TOWN/VILLAGE CLASS
Table 16B
Page 126
LANGUAGE OF RADIO LISTERNERSHIP BY SEC
Table 16C
Page 127
LANGUAGE OF RADIO LISTENERSHIP BY AGE
Table 1601
Page 128
LANGUAGE OF RADIO LISTENERSHIP BY
OCCUPATION(URBAN+RURAL)
Table 16D2
Page 129
LANGUAGE OF RADIO LISTENERSHIP BY OCCUPATION URBAN)
Table 1603
Page 130
LANGUAGE OF RADIO LISTENERSHIP BY OCCUPATION - URAL
Table 17A
Page 131
TYPE OF PROGRAMMES LISTENED TO BY
TOWN/VILLAGE CLASS
Table 17B
Page 132
TYPE OF PROGRAMMES LISTENED TO BY SEC
TABLE OF CONTENTS
DEM0GRAPHICS & TV, RADIO. CINEMA, INTERNET
TABLE NO.
PAGE NO.
DESCRIPTION
Table 17C
Page 133
TYPE OF PROGRAMMES LISTENED TO BY AGE
Table 17D1
Page 134
TYPE OF PROGRAMMES LISTENED TO BY
ALL ADULTS
OCCUPATION(URBAN+RURAL)
Table 17D2
Page 135
TYPE OF PROGRAMMES LISTENED TO BY
OCCUPATION(URBAN)
Table 17D3
Page 136
TYPE OF PROGRAMMES LISTENED TO BY
OCCUPATION(RURAL)
f
Table 18A
Page 137
CINEMA VISITING HABITS BY TOWN/ VILLAGE CLASS
Table 18B
Page 138
CINEMA VISITING HABITS BY SEC
Table 18C
Page 139
CINEMA VISITING HABITS BY AGE
Table 1801
Page 140
CINEMA VISITING HABITS BY OCCUPATION(URBAN*RURAL)
Table 1802
Page 141
CINEMA VISITING HABITS BY OCCUPATION(URBAN)
Table 1803. p
age 142
CINEMA VISITING HABITS BY OCCUPATION(RURAL)
Table 19A
Page 143
VIDEO PARLOUR VISITING HABITS FREQUENCY BY
TOWN/VILLAGE CLASS
TAble 19B
Page 144
VIDEO PARLOUR VISITING HABITS FREQUENCY BY SEC
Table 19C
Page 145
VIDEO PARLOUR VISITING HABITS FREQUENCY BY AGE
Table 1901
Page 146
VIDEO PARLOUR VISITING HABITS BY
OCCUPATION(URBAN+RURAL)
V Table 19D2
Page 147
VIDEO PARLOUR VISITING HABITS BY OCCUPATIONtURBANi
Table 1903
Page 148
VIDEO PARLOUR VISITING HABITS BY OCCUPATION:FURAL)
Table 20A
Page 149
WATCHING A MOBILE VAN HABITS FREQUENCY BY
VILLAGE CLASS & AGE
Table 2003
Page 150
WATCHING A MOBILE VAN HABITS- FREQUENCY BY
OCCUPATION
Table 21A
Page 151
ACCESS OF INTERNET BY TOWN CLASS & SEC
Table 2iB
Page 152
ACCESS OF INTERNET BY AGE & OCCUPATION
Taele 22A
Page 153
INTERNET ACCESS FREQUENCY INTENSITY BY
TOWN CLASS a SEC
i
22s
Page 154
INTERNET ACCESS FREQUENCY INTENSITY B •'
AGE a CCCUPAT ON
TABLE OF CONTENTS
DEMOGRAPHICS & TV, RADIO, CINEMA, INTERNET
TABLE NO.
PAGE NO.
Table 23A
Page 155
DESCRIPTION
RELATIVE MEDIA EXPOSURE INTENSITY BY
TOWN/VILLAGE CLASB
Table 23B
Page 156
RELATIVE MEDIA EXPOSURE INTENSITY BY SEC
Table 23C
Page 157
RELATIVE MEDIA EXPOSURE INTENSITY BY AGE
Table 23D1
Page 158
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(URBAN+RURAL)
Table 23D2
Page 159
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(URBAN)
Table 23D3
Page 160
RELATIVE MEDIA EXPOSURE INTENSITY-BY
OCCUPATION(RURAL)
Table 24A
Page 161
DUPLICATION OF MEDIA-BY PRESS
Table 248
Page 162
DUPLICATION OF MEDIA-BY TV
Table 24C
Page 163
DUPLICATION OF MEDIA- BY RADIO
Table 24D
Page 164
DUPLICATION OF MEDIA- BY CINEMA
ALLADULTJ
188
Designing Messages for Development Communication |
| Pretesting Audience Response________ ___ _____________________ 1^2.
impersonal mechanical process to select typical audience members
to ensure against bias. Use a combination of information collection
methods, e.g., observation followed by group interviews and indi
vidual interviews.
The easiest, most frequently used procedure for audience testing
of audio programs, video cassettes, films, and personal reading
material involves getting together a focus group of eight to ten
audience members, showing them the test material unobtrusively
along with two to three other messages, watching their reactions to
the test message, and then asking them specific questions focused
on its content and form. When the researcher is testing a poster,
she/he should exhibit it among other posters where the audience
I will see it. She/he would then get an idea of its attention-getting
ability. Passersby who stop to look at it could be asked questions,
; in addition to pretesting through focus groups.
The researcher should first ask questions of pretest audiences
that start with their general impressions of the several messages
they were presented. Rather than putting words in the mouth of
audiences by asking leading questions such as ‘You liked the pro
gram, didn’t you’, it is better to ask open-ended questions that
allow the audience to speak al length in their own words. Then
proceed to probing questions about particular messages, and parti
cular parts of messages the team has doubts about. The team might
want reactions to the title used, the names of characters, the color
of costumes, the settings, words, music, pictorial technique, camera
movements and editing styles. If the audience failed to spontaneously
comment on a crucial part of the message, they might be asked to
review the material a second time. The researcher might then ask
if the pretest group noticed anything this time that they missed before.
If no answer is forthcoming, she/he may point to the particular item
and ask the audience what it means to them This will tell the pro
ducer why this element was ignored, and how it could be modified.
\/Pretesting Condom Communications
One African country designed alternative formulations to arrive
at the final form of television spots encouraging condom use
as protection against AIDS, rhe intended audience was
initially thought to be sexually active men. Initial pretests indi
cated that this audience was not homogenous: in addition to
age, economic class, occupation, and rural-urban differences,
those who had experience of sexually transmitted diseases
were easier to convince than those who did not. Therefore,
the production team designed different messages for two dif
ferent segments within this audience: young male patients at
sexually transmitted disease clinics, and the general population.
The content focused on why condoms should be used to
prevent AIDS. The production team used different presenters
to test if the information was more credible if it came from a
physician versus a peer. To save money, the production team
used slides with accompanying audio tapes to pretest the dif
ference. Both segments preferred their peers as presenters.
The pretest group felt the doctor was ‘preachy’. They preferred
positive images of ‘safe’, sexually active couples over negative
images of AIDS patients, vernacular phrases over medically
correct terminology, and realistic portrayals over dramatic
exaggerated presentations.5____________________________
Procedure
A standard pretest information collection procedure follows.
1.
Observation During Pretest Exposure
Let exposure to the puppet show, audio, video, or print material
take place in as natural and usual a setting as possible. If the
researcher is testing a poster, display it with other posters in a
location similar to where it would be posted after final pro
duction and distribution. If audiences will view the radio and
television programs under production in the kitchen while
meals arc being prepared and children are demanding attention,
or in a central location where the community gathers, make
sure the researcher presents the tape in similar settings rather
than in sterile alien studios. The team should always ensure
that test messages arc presented between two or three other
materials designed for the same audience to avoid alerting the
audience to which message is being tested, and thus biasing
their responses.
190
Designing Messages for Development Communication |
Attention-getting:
The researcher should look for indications of the attentiongetting potential of the message such as the following: did
passersby stop and look at the poster you arc testing? Did the
cover of the printed pamphlet cause the audience member’s
expression to change? Did hc/shc make any exclamations?
When the audio or audiovisual (film, television, slide-tape
show) started, what was th«J expression on the viewcr/listcncr’s
face?
Attention-holding:
A good message designer recognizes that merely getting the
attention of the audience initially is not enough. The researcher
should also look for the following indications of attention
holding throughout exposure to the message: did the audience
member watch/listen to/rcad the whole message diligently?
When was she/he distracted or bored?
2.
Questions to Ask After Exposure
The researcher should not interrupt first exposure to a puppet
show, radio program, television program, or poster with
questions. Wait until the pretest audience has finished reading,
listening, anil watching. Ask the following questions about
audience reactions to the whole program (holistic testing),
and then probe reactions to specific parts (atomistic testing).
It is important to probe, pause, and listen. The audience's
voice is more important than the researcher’s.
General reaction to the whole message:
The following are illustrations of questions that should be
asked in the respectful form of the local language: what did
you think about the poster/pamphlet/program/show you just
saw/hcard? (Probe: Anything else?)
Was there anything you liked about the poster/program? What
was it? (Probe: e.g.. Characters? Music? Dialogue? Illustra
tions?) Was there anything you disliked about it? If yes, what
was it you disliked? (Probe)
Was there anything that your friends and family would be
offended by? What is offensive? Why is it offensive?
Comprehension of main idea:
Tire researcher should constantly try to be unbiased. Questions
Pretesting Audience Response
191
should be phrased in an open-ended fashion so the audience
knows criticism and praise arc equally useful. Illustrations
follow: What was the main idea that the (specify poster,
radio program) was trying to get across? What else? Any
thing else?
Docs the (specify program/poster, etc.) want you to do any
thing in particular? (Wait for answer anti then probe:) What
docs the poster/program/pamphlct want you to do? Will you
do it? Why? Why not?
Was the message easy to understand or hard to follow? Was
there anything confusing about this message? What was con
fusing? Were there any parts (words, songs, action) that your
friends would have a difficult time understanding? Please
name them. What do these words mean: (read one word at a
lime from a list of crucial words used in the program/poster
and write down the exact answers the audience gives)
Credibility:
Did you believe the information presented in the message?
Was there anything you did not believe? What was it? Did
you (rust the expertise of the characters who were presenting
the information (name program characters one at a time and
pause for answer) in the message? Why/why not?
Utility:
For what kind of person would this message be most useful?
Was there anything in the program that would be useful for
someone like you?
Did you learn anything new from this message? What did
you learn?
What information would you have liked the program/poster
to give you?
General suggestions:
Do you have any suggestions you would like to make to the team
who produced the poster/program on how to improve it?
Whether the procedure described—observation of pretest
audience exposure to the test message followed by interviewing—is
conducted individually or in groups or both depends on the medium.
the audience, and time-money budgets. The researcher could con
sider the proportion of individual passersby who stop and the length
of time they pause could be the measure of attention-getting and
192
Designing Messages for Development Communication |
attention-holding, if the pretest poster was displayed in the com
munity for whom it is designed. Some of those who stop may be
willing to submit to five-minute individual interviews. After display
of draft messages and observation of exposure, the researcher
should conduct interviews with some individuals and groups, taking
care to include only members of the intended audience. This combi
nation of observation, and individual and group interviews with
representative members of audience chosen in some random fashion
will provide the production team with a wealth of information.
UNICEF Pretesting Experiences
George McBean, Ane 1 laaland, and Sylvie Cohen, who have
been/are with UNICEF, have produced useful guidelines for
communications designers from their pretesting experiences.
The following are perennial favorites from I laaland’s work in
Nepal:6
Graphic artists frequently draw a ‘bubble’ over a person’s
head to let literate audiences know what the illustrated char
acter is thinking or saying. Newly literate Nepalese villagers
could read the text but were not familiar with the bubble as a
graphic convention. They thought this symbol was a garlic pod.
Media producers and pediatricians are often urban dwellers
while development communication audiences arc frequently
rural. It was, therefore, natural for an urban pediatrician and
artist Io show a rural-looking mother using an urban artifact
(a teaspoon) in a poster highlighting proper infant-feeding
practices. Not surprisingly, pretest audiences wondered
whether the poster was urging them to buy teaspoons and to
abandon the traditional practice of the village mother who
feeds her child with her fingers. An incidental aspect that did not
fit into the local culture thus became the center of attention.
Symbols from Western graphic conventions such as the
skull and crossbones, check marks (V), and crosses (X) used
by urban-based artists in Nepal were also not understood by
new literates in rural areas. If usable alternative rural symbols
understood over large areas do not exist, George McBean
(now in UNICEF, Barbados) suggests lendiing the meaning
of new symbols before using them.
| Pretesting Audience Response
193
Using Pretest Data
Building pretesting into the process of message design in media pro
duction requires time, effort, and resources. Grass roots organiza
tions that use mass media as aids to community organization, self
development, and self-management are motivated to ensure the
communicability of their messages. Large media production depart
ments in government organizations see media production as their
goal—whether their product communicates or not after it leaves
their studios is frequently irrelevant as long as the boss and the
minister like it. Audience research activities in such units rarely
contribute to preproduction and midproduction decisions. When
they do, what should the production team do with pretest findings?
What should the media producer and audience researcher in the
grass roots organization do?
If attention is low, change the format. If samples do not under
stand the scriptwriter’s words and phrases, replace them with their
own words. If the major point of the message is not grasped,
remove the clutter, simplify the story, take out unnecessary characters,
dialogues, scenes, and illustrations. Find different ways of re
inforcing one central point. If the message is low on credibility,
check what is wrong with the content before changing the presenter.
If the sample does not think the information is useful, talk to the
subject expert: check what the audience indicated its needs were,
and see if the message can respond to them better.
How a Format for a Local News Program was Selected
In 1980, the Jamaica Broadcasting Corporation’s new radio
station in Central Jamaica was eager to design its local news
program such that it was high on attention, comprehension,
utility, and credibility. Audience lifestyle and values data
indicated the need to explain the news in the locally spoken
form of Jamaican English. What was also clear was that few
audience members expected a station that was part of a net
work run out of the Prime Minister’s office to tell the truth.
What were the options for the production team?
The first decision was to present news and publicize events
from I lie station’s coverage area brought in by local residents
j 194
Designing Messages for Development Communication
and local agencies only. The next action involved the gener
ation of three alternative program formats: straight reading
of the news in British English as headquarters and the Western/
urban-oriented producers wanted, a reading of the news in
the local patois, and a straight reading of the headlines in
British English followed by a dramatized discussion of selected
items by three villagers who met at the bus stop every even
ing to understand what the day’s happenings meant for them.
Producers designed three alternative formats for the same
content. Researchers tested them by playing back audio cas
settes in the villages surrounding the radio transmitter. Eour
villages in two distinct geographical-cultural regions of the
coverage area were sampled; all available residents were inter
viewed as they were found, in groups or individually. Tire
researcher followed the observation-and-interview procedure
presented earlier in this chapter. The majority of the tested
listeners in all age. occupation, sex, and cultural-geographic
audience segments preferred the dramatic discussion-in-thcpatois version of the news.7
How Do Industrially Advanced Countries
Conduct Pretests?
The technology used in pretesting will depend on the availability of
resources, and how serious the organization is about ensuring that
meaning is shared between sender and receiver. The Children’s
Television Workshop in New York designed a science education
series entitled 3-2-1 Contact for 8- to 12-year olds. Researchers
used several different methods of testing existing science films and
television shows and two sets of five specially designed test shows.
The purpose was to assess the appeal (boring/interesting) of each
segment, the appeal of characters (the cast) in the program, the
comprehension of each segment, and the utility of the program for
home viewing and school viewing."
During exposure to a program, children indicated whether a
segment was boring or interesting every ten seconds. Each child
indicated his/her choice by pressing a key on his/her wireless, a
| Pretesting Audience Response
T95~|
battery-powered hand unit resembling a calculator. The child used
the same keypad to respond to questions about favorite segments
and characters. At the end of each session, researchers collected
the hand units and transferred the data to a microcomputer and
diskette for analysis and storage. This Program Evaluation and
Analysis Computer system does away with the need to write responses
or have individual interviewers per viewer. Another advantage is
that results arc available in fifteen minutes after data collection for
display in colorful formats on a television monitor. Producers caii
simultaneously view each ten-second program segment on one screen
and the audience’s intercsting/bormg response to it on another.
Additional methods of testing appeal included segment voting
and triplet voting. Segment voting required viewers to choose the
best and least liked segments after viewing them. This final retro
spective judgement is useful in cases where different segments
have received similar responses on the program analyzer. Children
were also asked to select the most and least liked segment from
among a set of three (triplet) one-minute excerpts showing different
topics.
Small group interviews, the freeze-frame technique, and children's
re-narrations tested the comprehension of program messages, in
small group interviews, a researcher used a common set of prepared
questions to probe in-depth perceptions of program material with
three or four children per group. When researchers find compre
hension of a particular event or segment is in question, they freeze
the frame on the screen to probe what has happened in the story so
far. Children who have viewed the program once provide the
narration on the second viewing when the sound is turned off, to
check comprehension of the whole program and the establishment
of transitions between segments.
What is impressive about the testing of this series is the meticulous
attention paid to detail exemplified by the many different ways of
checking on both comprehension and appeal before finalizing what
a series is going to contain. The US commercial television
networks present a contrast in how they test their entertainment
series. The primary goal is attention-getting and attention-holding
in order that maximum audiences will be exposed to the advertising;
the larger the audiences, the higher the advertising rates for the
particular program slot, and hence the higher the revenues of the
broadcasting company.
SPECIFICATIONS FOR HIV-AIDS MESSAGES
TO BE FILLED IN BY AUDIENCE RESEARCHER,^SUBJECT SPECIALIST AND
-i- MEDIA PRODUCTION SPECIALIST
General objective of series/sequence of messages:
fs-ro'rtir
•S'TPyAl.ar,
Specific audience segment for this message
Specific measurable objective/outcome
a.
Exposure : e..g.To reach 60% of this audience segment with 5 opportunities to see (OTS)
b.
Knowledge gain:
c.
Attitude change:
d.
Behavioral outcomes:
Frequency of repetition
Medium:
Content ( Audience - appropriate, simple, useful, timely ) :
Treatment/format (Humorous, serious, comic, fearful?)
<L» * ■ , Ao y® *■**
a- -
Essential supplies or services for achievement of outcome: (e.g. availability of Condoms)
1
•
A—
'<
s
■
| 148
Designing Messages for Development Communication
Audience-Responsive Topics
in addition to stimulating audience analysis of strategic
timing, i.e., when it is time to act. The message design
team must prepare the audience for the inevitable violent
backlash when mobilizing the community to change the
distribution of land and industrial wealth. Ethical reasoning
would demand primary concern for the well-being of the
audience, and provision of all relevant information to
make their own decisions.
3. Is the Information Appropriate? Audience surveys among
the poor in Santiago, Chile were used in 1976 to select
topics for episodes of the radio and television drama called
Sentencia. The plot focused on a group of altruistic lawyers
who ran a legal clinic in a poor neighborhood. Audience re
search helped determine the appropriateness of problems
and solutions presented.9 Some cultures consider the fat baby
and the fat man to be healthy and prosperous. Therefore,
media content that aims at introducing low-fat diets needs
to address the dangers of obesity and will hence have to deal
with the prevailing ‘fat is wealth and prosperity’ concept.
Many useful tips require capital, purchasing power, and a
change in the power structure of society. Recommendations
in agriculture frequently call for such things as hybrid seeds,
fertilizer, irrigation, and tractor rentals. The less educated,
less wealthy majority in agricultural societies are most in
need of supportive information. Unfortunately, they find
messages designed for them often require large landholdings
and significant capital for their utilization. Such media
content is inconsistent with the economic status of the
audience. Why use an expensive medium that reaches
massive numbers to carry capital-intensive information that
is appropriate only for a small capital-owning minority of
the community? Such audience-insensitive uses of the media
have led to the advancement of the law and a widening of
information gaps between the many poor and the few rich.
Programing that discriminates positively by dealing with
topics useful to the many, that are redundant for the pro
pertied classes, can help bridge the gap.10
Today's media content frequently finds itself contradicting
yesteryear’s programs and posters. The lack of comprehensive
media information on the lethal implications for humans
when paddy pesticides are ingested resulted in a crippling
149
bone disease among agricultural labor families in the Malnad
region of Karnataka in India. The pesticides sprayed in the
paddy fields were ingested by field crabs, which arc a
common part of the diet of farm labor belonging to the
lower castes." As research and development in science
proceeds, previous recommendations become obsolete,
even to the point of constituting today’s cautions. Fertilizers
and pesticides that were recommended five years ago are
now being spoken of as dangerous. The same is true for
the Daikon shield intrauterine contraceptive device. In
many areas of preventive health, e.g., heart disease, schizo
phrenia, depression, and loneliness, there is inadequate
knowledge to generate strategics that are universally appli
cable and reliable. As we advise audiences to replace their
present behavior with newer practices we must recognize
the confusion that contradictory advice often causes for
the audience. The media specialize in the dissemination of
generalizations. Presentation of‘why’ information (knowl
edge of principles) in addition to ‘how-to’ information is
crucial, so that audience members can decide what is appro
priate for their individual conditions.
4. Is the Information Simple? The more complex the message
content, the more difficult it is to present and to comprehend.
If the information is complex, media producers should
think in terms of a scries with each program or poster
making one or two points only. Rc|>ctition and recapitulation
become crucial when dealing with complex ideas.
NEEDS ASSESSMENT
The dominant topic selection procedure for development message
design consists of bureaucratic and technical experts listing their
solutions to other people’s problems for dissemination via the mass
media. Few of these experts stop Io ask about the nature of the
problem, or about its root causes, as opposed to its symptoms, so
that alternative solutions can be presented for the audience to
evaluate. Frequently, campaigns arc commissioned to deal with
what is perceived as a knowledge and attitude problem, when the
| 150
Designing Messages for Development Communication |
root cause is economic and political (c.g., national integration of
different linguistic groups).
How should a production team go about generating a list of alter
natives that audiences will consider useful, timely, compatible, and
simple? Let us assume the production team begins with some idea
about whom they want to communicate with (e.g., farmers) and
what topics they want to deal with (e.g., agriculture). Such topic
selection could be the result of assignment by the Ministry of
Agriculture or it could be determined by the mandate of the
voluntary agency or grass roots organization for which the writer,
producer, and researcher work. Or it may be selected from lists,
such as Facts For Life. In the 1970s, experiments were conducted
with audio cassette listening forums. The women’s group in two
villages in Tanzania12 chose five leaders from among themselves
who were trained to study the needs and resources of their members.
The needs were then ranked and taped dramatizations of the
problems were used to elicit group discussion and development of
an action plan.
A media organization committed to facilitating community devel
opment in its coverage area will begin the assessment of needs by
first observing, asking questions, and listening in the community.
The recommended procedure is to observe, conduct group inter
views and then individual interviews in the community, to arrive at
a list of high-priority problems and information needs—e.g., land
to cultivate, enforcement of minimum wage laws, clean drinking
water. The message design audience participation chart in Chapter 6
is a good organizational device.
Sometimes, media agencies arc given a list of topics by the
government or by a voluntary agency. Either way, the team should
first establish what the audience knows, feels, and does on each
topic, and also what they want to know. Existing gaps in knowledge,
feeling, and behavior will be the take-off point for message design.
These gaps will be the baselines that evaluators will use to measure
changes triggered by exposure to media messages. An analysis of
gaps (needs) will help to focus the search for appropriate solutions.
The Third World preoccupation with acquiring technology and
trainers led to a neglect of whose knowledge should be transmitted
to bridge gaps—which class, which race, which nationality, which
gender. Wrong-headed faith in the neutrality of knowledge helped
ignore these structural bases of inequality.
| Audience-Responsive Topics
Table 7.1
Gaps Analysis
What the audience
What the audience
should know/would
actually does know
What is
the gap?
3 items
(list)
9 items
(list)
like to know
12 items
(list)
Designers of needs assessment studies must recognize that
audiences cannot express a need or feel a lack of the resource or
solution they do not know about. Populations which have been living
in poverty for generations are resigned to hurt; they articulate few
demands beyond the basic minimum. Thus, visiting specialists may
see a need to provide specific information (e.g., about equal pay
for equal work) for which the audience may not express a need.
Media content that responds to needs that are clearly felt and
expressed by the audience naturally have a better chance of receiving
attention. Media messages that respond to needs felt and observed
only by outsiders have to first create an awareness of these needs
in the audience, before they can expect the audience to attend to
messages aimed at meeting these needs.
A large proportion of people around the world have been social
ized into a ‘culture of silence’. They have adapted themselves to
the political, economic, and cultural structures of domination in
which they are immersed and have become resigned to it. Media
presentations of the oppressive situations in which such people live
may be used to trigger community reflection, a yearning for change,
and discussions about the causes of the problem, and how to trans
form oppressive structures. Media portrayals here arc facilitators,
not teachers. Many educators in the Paulo Freire tradition have
used photographs, printed materials, videos, audio cassettes, and
puppet shows to help peasant audiences in remote areas to start a
critical dialogue with those around them on the nature of their
world: who owns it, who controls it, in whose interest it functions,
and what to do about it
Some community problems have no solution (e.g., AIDS);
information education and communication are the only contri
bution. In fact, for many villages, mass media-delivered agriculture,
152
Designing Messages for Development Communication
health, and nutrition information may be their only development
inputs.15 Context-consonant interventions such as science and
math education do not require any changes in prevailing social
divisions of caste, class, gender, and ethnic origin and can thus
make substantial contributions on their own. However, there are
basic community problems (e.g., hunger) that are caused by exist
ing power structures, and are hence not amenable to solution by
media-provided information alone. Context-resistant communi
cations need social and political organizers on site to mobilize the
disadvantaged, if heightened consciousness is to lead to action.
Media presentation of situations where large agricultural land
owners do not pay the legal minimum wage to their labor is a political
and economic intervention that is dissonant with the context.
Televised exposes of offending landowners caused the latter to
raze the huts of workers who were interviewed by the Develop
ment Education Communication Unit television crews in Khcda
district in India. The landowners then led a procession to the tele
vision station to protest ‘inaccurate portrayals’ of landlords, lire
Canadian Film Board's Challenge for Change project used film and
video to mobilise adversarial groups to speak to each other. Radio,
television, audio cassettes, and video cassettes have since been
used by development activists and media producers around the
world, as they try to mediate between powerful decision makers
and comparatively less powerful local communities. An analysis of
audience needs must include an analysis of the nature of change
required to meet the needs: what are the tasks, how much can
the media handle alone, and how much support is needed from
face-to-face channels and a responsive power structure? Dynamite
is used to terrorize society, by bombing hospitals and homes. It is
also used to help build bridges. Similarly, audience research
methodology is a tool. Message designers can use it to address
genuine audience needs (e.g., to raise healthy babies) or to put
an audience-responsive veneer on products and services comm
unities do not need.
This chapter has focused on establishing audience-responsive
message content for development message design. The next chapter
looks at audience-responsive message form and treatment: how
to communicate in words and images that arc familiar to the
audience.
| Audience-Responsive Topics
153
Notes and References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Brenda Dcrvin. 'Audience as Listener and Learner. Teacher and
Confidante: The Sense-Making Approach’, in Ronald E. Rice and
Charles K. Atkin, cds. Public Conununication Campaigns. Newbury
Park: Sage. 1989.
UNICEF. WHO. and UNESCO. Facts For Life: A Communication
Challenge. New York: UNICEF, no date.
Arvind Singhal and Everett M. Rogers. ‘Prosocial Television for
Development in India’, in Ronald E. Rice and Charles K. Atkin,
eds. Public Communication Campaigns. Newbury Park: Sage, 1989.
Paulo Frcire. Pedagogy of the Oppressed. New York: Scabury
Press, 1970.
Albert Bandura. Social Learning Theory. Englewood Cliffs, NJ:
Prentice Hall, 1977.
Richard E. Petty and John T. Cacioppo. ‘Issue Involvement Can
Increase or Decrease Persuasion by Enhancing Message-Relevant
Cognitive Responses’ Journal of Personality and Social Psychology.
37. it), 1979, pp. 1915-26.
B. Hall and T. Dodds. ‘Voices for Development: The Tanzanian
National Radio Study Campaigns', in P. Spain. D. Jamison, and
E. McAnany, cds. Radio for Education and Development: Case
Studies. Washington, DC: World Bank. 1977.
S. R. Joshi et al. Have na saheva paap: An Experience in Partici
patory Programming. Ahmcdabad, India: Development Education
Community Unit. 1989.
Jeremiah O'Sullivan-Ryan and Mario Kaplun. Communication
Methods to Promote Grassroots Participation. Paris: UNESCO,
1979.
Prakash Shingi and Bella Mody. 'The Communication Effects
Gap: A Field Experiment in TV and Agricultural Ignorance in
India'. Communication Research, 3, 2, April 1976.
J. V. Vilanilam. 'Rural Press for Development'. Media Asia. 11.
4, 1984.
Joyce Stanley with Alisa Lundeen. ‘The Audio Cassette Listing
Forum: A Participatory Women's Development Project’. Washington.
DC: Office of Women in Development, USAID, 1978.
Robert Hornik. 'Channel Effectiveness in Development Com
munication Programs', in Ronald E. Rice and Charles K. Atkins.
cds. Public Communication Campaigns. Newbury Park: Sage.
1989.
INFORMATION COLLECTION GUIDELINES
1. Observe and Listen to a Carefully Selected
Sample Genuinely Representative of
the Intended Audience
Probability and sampling theory demonstrate how listening to
a small number of carefully selected members of the intended
audience can provide an acceptable idea of the characteristics of
o/Z its members. It is important that the number and kinds of people
selected in the sample be actually representative of the intended
audience, if the message is to communicate with them.
The simplest message design situation is when the intended
audience is homogeneous, e.g., small fanners who are similar to
each other in the languages they speak, the crops they cultivate,
and the size of their holdings. The reality of communication via the
fnass media is more complex: even ‘small’ media like local radio
stations that cover a small land area actually reach a range of small.
farmers. Like every other occupational group, small fanners differ
among themselves. These differences may be due to differences
120
Designing Messages for Development Communication
in age. sex, caste, tribe, religion, economic status, who their
friends and advisors are, what media they are exposed to, and
a whole host of other factors. If a production team is hoping to
communicate with all these different segments in the same mes
sage or series of messages, it must first listen to a representative
few from each segment to understand if they differ among them
selves on media exposure, preferred communication treatment
of the topic, e.g., raising pigs for supplementary income. If initial
investigations indicate that they do differ, the team will need to
interview a sample of twenty-five to thirty-five people from each
major segment to get a good understanding of the different pers
pectives in each segment. The differences may be inconsequential
on this topic, and hence justify a single series of messages, perhaps
with different component parts. There is always the possibility that
the differences dictate separate messages/materials/media for each
segment. The development agency (government or voluntary) will
then calculate whether the benefit of separate messages (better
chances of achieving communication) is greater than the added
cost. The team should ensure that the separate strategy for each
group does not have negative effects on the others, if there is an
overlap in exposure.
Sampling systematically in multiple stages (e.g., villages first,
then households, then individuals) helps achieve representation of
the diversity of the audience population. The person doing the
research should first circle on a map the physical area where the
selected media audience lives. The next step is to write down the
names of all the villages (residential settlements) from the map. If
the primary concern is reaching small farmers in rural areas, ponder
the following: will differences in geography, religion, or gender of
the farmer (or any other factor) cause the intended audience of
small farmers to differ in their response to the message? If regional
factors cause significant differences in the responses of individual
farmers, divide the residential areas into regional segments. If
culture is a significant factor, divide farmers into different cultural
segments. Sample from each segment. This stratification into
clusters helps guarantee representation of crucial differences
within the small farmer sample that the producer will dialogue with
before and during production. The researcher on the production
team is now ready to sample villages and then individual small
farmers from each chister/segment, in inujAle stages.
How to Research the Audience
121
2. Beware of Bias in Who You Listen to
How to select villages ami then farmers from each cluster without
showing a natural human bias towards approaching nearby villages
or people most like oneself who are easiest to talk to? How to
phrase questions so the audience knows that honest answers are
welcomed rather than polite agreement with the interviewer?
Let us assume time and transport resources are restricted to eight
day-long audience visits. Let us also assume that the researchers
find that there are four distinct segments in their intended small
farmer audience. They therefore consider visiting two villages from
each cluster. I low should they select eight villages from among the
ninety-nine villages in this cluster? 'Hie researcher needs to number
each of the villages. I le/she then selects any number by taking a
stab at the following random numbers table blindfolded. The
two-digit number (because there are no more than ninety-nine
villages) closest to where the pencil lands will be Village One.
Select the second village by going up, down, left, or right from
the first stab at the table, but decide on the direction, e.g., up and
then left or right, or down and then right or left, before starting the
sample selection process.
Suppose the team does not have a map of the coverage area and
cannot make a list of all the communities in its radius. Suppose
there is no travel time to visit randomly selected villages which
could turn out to be far from headquarters and off bus routes. Such
problems force researchers to be pragmatic. How should the re
searchers honor the twin criteria of sample representativeness and
bias-free selection of individuals in attempts to learn from the
audience?
Quota or convenience samples are a possible choice. In a quota
sampling situation, a fixed number of villages or individuals are
selected in each cluster without concern for probability issues. In
convenient sampling, villages and individuals are selected from
accessible locations These approaches necessarily have the obvious
weakness of not being representative of the larger population, so
they must be interpreted with caution. If time permits a visit to
only one village on a bus route, how should the researcher proceed?
Bear in mind that communities closer to cilies have more exposure
to information, education, and visitors from the outside world than
communilies whi<^^rc further away. Why not purposively pick the
TABUE 6.1
I How to Research (he Audience
RANDOM NUMBERS
1862
3028
2935
5020
8286
3250
2338
1141
6612
8377
8614
5702
6398
1038
8567
5G83
8819
6387
1547
8237
6757
3679
5634
0948
3520
5628
4829
9589
4278
8244
2551
9909
3212
0020
5694
6971
4712
7963
6509
3326
3851
2849
2962
2701
5997
5870
3501
1183
2378
0885
1216
3551
3666
7460
1053
2107
1001
4156
3398
2340
1387
0123
4454
1223
7066
1621
7873
8239
4588
5328
5509
5926
4551
3674
6412
5772
6078
2920
7872
5054
1457
7864
2375
8554
9096
8999
4029
2542
6881
0577
2789
4494
4093
6377
8520
9068
9829
5364
9427
5923
9829
1339
1145
8216
4717
1336
4910
2848
1193
0188
3148
1303
2792
8042
8545
7875
9161
0431
8449
8745
5569
9427
3389
3849
5611
0279
8422
4739
4715
4763
8951
4082
5911
3156
8755
6183
5629
1022
2823
3388
7787
2971
9189
4174
5114
7808
9456
2565
8733
3274
5149
0649
1982
5600
6681
2185
7981
8577
7702
3657
6806
9378
7213
8674
8746
2692
7670
1905
9202
7390
4012
8284
7775
0812
8609
0934
7431
9881
3986
1144
2436
7361
8782
1143
2531
0869
2912
6272
7343
6944
9557
2251
0632
2264
8869
2490
7395
4418
9072
1570
8020
8134
9702
3294
0950
9166
9588
1690
2584
0890
4472
2915
7170
6572
6434
8293
4116
7511
3415
2306
2904
2802
1937
5750
2781
7949
6917
0723
8726
1066
3165
3993
4505
2647
3G81
7400
8764
7155
6596
2404
7311
0599
6906
3849
6712
5270
5347
9177
4819
9614
5910
2160
1492
1008
2736
7009
7376
4680
6781
5533
0240
4696
3719
3388
9062
7435
6969
3456
5253
2534
4568
0787
8681
7041
0855
6484
3838
6736
6712
7946
0004
9509
5321
6121
3899
5553
0341
3125
8770
2685
1481
8131
9992
6053
6781
1546
7778
9449
6931
3178
8245
8609
5951
7252
0096
6116
9417
5872
5409
2986
6920
1216
2057
1069
8878
0990
4189
5731
4229
8991
* Prom Donald B, Owen. Handbook of Statistical Tables.
Reading. Mass.: Addison- Wesley, 1962.
largest village from among the furthest, and then select small fanners
from each of the different cultural and agricultural strata that
might react differently? To guarantee representation from the range
of different cultural and economic groups who live in different parts
of large villages, randomly select farm households from each of the
different residential sections of the village. 'Illis is one way to handle
time and travel constraints without completely giving up on attempts
to draw representative unbiased samples.
The important thing is not to select or reject a village or a person
because of some bias or preference. Several other solutions arc
possible, in the spirit of 'randomness', depending on the local
situation. On arrival in each village, use the same impersonal
mechanical process to ensure that personal preferences do not bias
the procedure for the selection of farmers. If there arc 5(X) small
farm families and there is time to talk to only thirty, select the
sample of thirty as well by using the table of random numbers.
For preproduction and midproduction message design research.
listening to twenty-five to thirty-five randomly selected members
of a distinct segment in the intended audience should suffice. If no
majority position or general pattern of agreement or disagreement
emerges on the topic after thirty-five interviews, the researcher
may want to continue interviewing, or reconsider (he questions.
Personal biases and preferences express themselves in a variety
of unobtrusive ways in conducting research that the team may not
notice initially. When the researcher decides to go to observe a
village where someone has friends who will arrange introductions
to audience members, some may regard this to be a practical time
saving strategy. By doing this, the team is letting friendships deter
mine the 'source' of information. Friends of friends will be friendly
people, but they may not be typical of the intended audience. Thus.
who the team talks to can also bias or distort findings.
Additionally, the kinds of questions asked of the audience, the
phrasing of the questions, the topics of the questions, and the
issues not included on the list of things to observe arc a reflection
of researcher bias. With the phrasing of a question as follows.
'Your employer looks like a nice guy. He treats his workers well.
doesn't he?’ the researcher is indicating a preference for a certain
kind of answer. M<my employees will politely agree rather than
risk losing their jol^^l hat is a leading question, indicating a pre
ferred answer; it illustrates biased question design.
124
Designing Messages for Development Communication
Table 6.2
3. Use a Combination of Information
Collection Methods
.<•
It is feasible to collect data on audience knowledge, attitude, and
practice through many methods, in addition to large sample surveys,
. as described in the next section. Some methods provide a picture
( of the total situation while others help to get a close-up shot of
each part. Some methods present statistical descriptions, others
provide qualitative insights. Some methods give depth, others provide
breadth. The psychologist’s and sociologist’s methods are those of
the outsider, different from the anthropologist who gets immersed
in the community. Each method has its own limitations, so com
bining methods helps counteract the biases of individual methods.
4. Be Pragmatic
Audience research in the service of message tiesign is constrained
by deadlines, and the availability of budgets, just as media pro
duction is. The utility of this research depends on whether it con
tributes to effective communication, and not whether it qualifies
for journal publication. Il is better to provide some rough-and-ready
insights on the intended audience's concerns, rather than have
^grandiose research plans that provide no help to message design
for national transformation.
( To summarize, the touchstones of good audience research are
I representation of the diversity of the audience, objectivity, the use
I of multiple methods of information collection, and pragmatism.
< Now, the production team is ready to choose which methods it will
use to collect information on its audience.
INFORMATION COLLECTION METHODS
Some audience research methods yield results faster and cost less
than others; others are more reliable but may take longer to com
plete. Time, money, and staff availability play a major role in
selection of research methods. The researcher should always try
Information Collection Planning Chart
Items of Information Needed
From the Audience (list below)
A.
What to communicate (needs)
B.
How to communicate (media,
words, images, music, sets,
characters, folk stories, etc)
Data Collection
Methods
When, Where,
How Many to
Interview
126
Designing Messages for Development Communication
How to Research the Audience
127]
to use more than one method to understand the audience, so the
strengths of one will complement the limitations of the other. I low
to plan? Table 6.2 presents a simple chart to plan audience partici
pation in message design. On the left hand, the production team
lists the information it needs from the audience under the 'what to
communicate’ and ‘how to communicate’ headings. Questions that
need to be answered for midproduction testing of draft messages
are the same, irrespective of the message. The researcher uses the
next two columns to list which methods will be used to answer each
question. Whichever methods are chosen, it is essential to ensure
that the information is a valid representation of the audience’s
responses. National transformation efforts cannot be based on the
audience researcher’s biases (or those of the boss of the develop
ment agency). Some information is not better than no information,
if it is inaccurate, distorted, and partial.
Once the media production team has listed questions, how should
they proceed to answer them?
researchers have investigated this topic/audience before. Read
their findings in libraries, universities, and government offices.
Anthropologists, sociologists, and social work researchers may have
assessed the needs of some of the communities in a particular
medium's coverage area—wny not peruse their reports on what
the audience wants to know, and what their cultural practices are?
Before going to the audience to collect information afresh, learn
from the impacts of messages and materials that have been used in
the past. This will save time, money, and mistakes, and provide
clues on what to look for during field visits.
Be sure to use the guidelines mentioned earlier when reviewing
previous work: does it represent the diversity of the intended
audience, is it objective, are the findings biased because only one
kind of data collection method was used that provides only partial
insights? The quantity of acceptable previous research will deter
mine how much new data has to be collected.
Read; talk to experienced individuals who know the com
munity and the issues.
2. Visit representative communities to observe and listen.
3. Then formulate specific questions. Try to achieve economies
of time and money by conducting group interviews first,
saving only the sensitive personal why questions for the
more time-consuming individual interviews.
2. interview Researchers and Activists who
Work in the Community or Specialize
in the Topic the Team is Going to
Address
1.
Then, conduct midproduction audience pretests of messages.
I. Observe reactions to draft messages or previously produced
messages, and
2. Conduct focus group discussions to pretest messages
Their findings arc one source ot informalion to help decide what to
communicate and how. Combine this advice with information
received from other sources. Be skeptical about every piece of in
formation, unless it is confirmed and supported by several sources
ami, ideally, by personal observation.
The following are basic guidelines on sources and methods of
audience data collection:
3. Observe the Audience before Beginning
to ask Questions: Listen
1. Begin with Existing Information in
Books, Reports, Census Documents,
and Media Programs
Listening attentively, putting preconceptions aside, is not easy. It
requires respecting others, recognizing their autonomy, keeping
quiet. Audiences are people who live active lives, making their
own decisions all day, everyday, just like media producers. The
production team should pay attention to the audience, their words
There is no need to reinvent the wheel if national development
I2X
Designing Messages for Development Commiiniealion
and stories, their conversations, speeches, songs, poems, and local
publications, to understand how to communicate with them. Listen
ing and observation as information collection methods help to
describe the general picture. Researchers can then move from ask
ing questions to confirming observed patterns and to making the
general to the particular with inquiries about why specific practices
or habits exist Additionally, why waste the audience’s time with
questions about the cleanliness of pit latrines when the answer is
obvious to the naked eye? First, listen and observe, and thcit ask
questions.
flic ideal would be to observe behavior as a participant in the
daily life of the community. Such participant observation is the
anthropologist's method and provides an approximation of the
community’s perspective. Many anthropologists argue that a
minimum of several months of participant observation is critical
for reliable data collection. Other anthropologists with experience
in specific areas (c.g.. applied health care, agriculture, nutrition,
education) have become convinced that the process of gathering
essential ethnographic data has to be a relatively rapid process,
given time and budget constraints when planning national trans
formation in the Thirld World. Data from rapid ethnographic
assessment is clearly inadequate for a thorough analysis of local
sociocultural systems but start visits after a review of literature
can provide basic information about cultural altitudes and
behaviors toward a particular topic (e.g., village self-government.
diarrhea).
Plan observation trips carefully: before choosing where to go, list
what and who to observe, ami plan how to observe and record
observations. The more clearly structured the observation trip, the
more productive it will be in answering specific questions about
specific locations (e g . farms, schools, stores, streets, homes) and
specific relationships (e g., the farmer-land relationship, the male
female relationship, the teacher-student relationship). Plan for
enough leeway in terms of extra time and petrol to take in un
expected sights, sounds, and accidents. A structured observation
plan with flexibility that makes allowances for shocks and surprises
is good.
Be sure to observe as unobtrusively as possible. Do not dress
and behave in a maimer that might make the audience react to the
team’s presence and begin Io behave diJjwcnlly from the way (hey
How to Research (he Audience
129
normally would. Walk around, eat in local restaurants, drink in
pubs and cafes, worship with the people, and strike up casual
conversations at the bus stand: dress and behave to fit in with the
local scene, lire team (or its research person) is visiting the audience
to learn from them, not to impress them with thcit ‘superior’ clothes
and upbringing. Be as invisible as is possible (or a stranger to be.
I his is hard for both foreign and domestic researchers on their first
trip to a community.
Many producers, researchers, and subject specialists cannot
tolerate being anonymous and invisible—they like to be greeted
and hailed as ‘big people' wherever they go. Some people (c.g..
news presenters) may be so well-known all over that they would
disturb the normal pattern of life under observation no matter
how much they tried to fit in unobtrusively. Both kinds of people
arc liabilities and hindrances: neither should be entrusted with
collecting audience data or accompanying audience research
teams.
Researchers should not trust their memory to recall what they
have observed. Document sights and sounds as soon as possible.
Unobtrusive observation should be followed by unobtrusive docu
mentation of observations. Some observers use liny cameras and
cassette recorders in addition to observation forms and note
books. The richer the detail, (he more information is available for
scripting dialogues, choosing locally appropriate characters, and
building sets.
Some communication units have developed 'field laboratories' or
audience ‘panels’ consisting of randomly selected villages and villagers
with specific characteristics, The team returns regularly to the same
community when it needs information from a sample that matches its
characteristics, c.g., age, sex, income, occupation, language. The
returning researcher becomes a known and trusted visiting member
of the community over time, and has chances of collecting lifestyle
and needs assessment data that a first-time visitor could never get.
Rather (han starting from scratch on each visit, this system enables
the researcher to build on rapport established over a period
of lime.
While good observation can describe reality, it may not be able
to fully explain why things are the way they arc. [his leads the
production team to the interview method of information collection
as a logical follov^k to observation.
130
Designing Messages for Development Coniniunieation
4. Interview Groups and Individuals
in the Intended Audience to
Understand the Causes of Attitudes
and Behaviors
Transformation-oriented communication campaigns need to
establish the audience's reasons for particular behaviors Useful
interviews are often a combination of folly formulated questions
‘structured’ in advance Io be asked in a prearranged order, and
loosely structured questions left to the discretion of the interviewer
to formulate. Useful interviews depend on well-trained interviewers.
A. Interviews with groups of audience members should be planned
around a list of wluit-to-ask-about issues where the precise wonting
of questions is left to the judgement of an interviewer sensitive
to the local situation. Ideally, they should be drafted in the lan
guage of the community, since language is an expression of logic,
premises, basic categories, thinking, sensitivities and worldview.
Since a lot is lost in translation, the interviewer must be a native
speaker from the community. The interviewer is then free to go
in depth and focus on specific why-and-how issues in the lifestyle
and behavior of the audience, depending on how the discussion
flows. A variation on group discussions, this method of infor
mation collection is often called the group depth interview or the
focus group interview. The ability to probe into community atti
tudes and practices with a group of community members is (he
strength of the group interview method. Such probing in an indi
vidual interview might make the individual very uncomfortable
and lead to defensive answers rather than explanations of com
munity attitudes and practices. The findings emerge from conver
sations among group members, and not from question-answer
interactions between the interviewer and audience members.
Ideally, focus group interviews should be conducted in a quiet,
informal atmosphere where eight Io twelve audience members from
similar backgrounds (e g., male farmers over 50 years of age ot
house-bound mothers with infants) respond to the moderator’s
questions in a relaxed manner for one to two hours. A group that is
too small may not provide the security and stimulation required
for a group Io discuss sensitive issues, while a large group may
| How to Research the Audience
|J1 j
become unmanageable. Differences in age, sex, education, income,
and occupation within a group make it more difficult for eight to
twelve people to feel comfortable interacting with each other on
the same wavelength. While a street corner is not a good place for
an in depth group discussion because it is noisy, a classroom with
chairs may be bad because it is loo formal.
The success of focus groups depends on the selection of an appro
priate group discussion leader or moderator', someone who is res
pectful of people, good at getting strangers to talk, encouraging
the quiet ones and restraining the dominating ones. The moderator
must be someone who is able to rephrase questions in the vocabulary
of the group at the spur of the moment, someone who is a good
listener. After getting each member to introduce himself/herself,
the good moderator will present anecdotes that illustrate how
useful such audience participation has been for message develop
ment in the past. The moderator then introduces the questions for
discussion, one after the other. The flexibility that is the strength
of this information collection method depends on the availability
of an appropriate discussion leader.
Group interview guidelines must be tailored to meet local conditions.
I he agrarian context frequently consists of men and women who go
to their farms at dawn and return tired at dusk. Older children who
are not in school stay home tending their younger brothers and sisters.
An unplanned group interview with diverse audience members at
central locations such as bus stands, stores, and health centers
does not permit a sustained constructive focus. A specially organized
discussion with a homogeneous group (that implies that they stay
away from their fields or attend an after-dinner meeting under a
kerosene lantern) sometimes requires the payment of a respectable
honorarium. It is wise to lake the time at the start to establish
good personal rather than financial relations. Il is preferable to
schedule the visits at times that respect local work routines and use
naturally occurring homogeneous groups as partners in message
design for local and national development; the custom of payment
for information (transferred from market research to development
communication audience research) assumes a transactional relation
ship that is alien to notions of community self-development.
A member of the production team should be responsible for
silently observing the discussion and systematically documenting the
proceedings on a notepad or tape recorder. At the end of each
i
I
I
IIuw to Research the Audience
WHAT PROPORTION OF YOUR MONTHLY INCOME
DO YOU SPEND ON(circle the closest %)
FOOD
25%
S07o
75°/o
CLOTHING
2S‘/q
so’/.
75°/o
/O0°/o
Shelter
2S‘/o
SV/o
~7S°/0
)00/o
EDUCATION
IS‘/a
5O°/o
7S°/O
100%,
ENTERTAINMENT IS'/a
50/o
75%
/00°/o
135
When in-depth information on the whys and wherefores of audi
ence behavior is too sensitive to be accurately obtained through
group interviews, or when group interviews cannot be organized,
in-depth interviews with members representing each audience seg
ment in the media coverage area may have to be considered. A
number of ‘indirect’ techniques based on projection are useful in
obtaining sensitive information in individual interviews. One simple
way is to ask audience members what they think their neighbors or
friends know, feel, and do on a sensitive issue, thus permitting
them to project their own views on to third parties like themselves
without ‘censoring’ their answers for respectability. Another simple
way of finding out if program titles and character names have the
connotations that the production team wishes to conjure up, is by
asking for word associations. The interviewer presents the audience
member with a word at a time and asks him/her to name the other
words that come to mind immediately afterwards. A summary of
the responses from audience members will tell the scriptwriter
whether the word has a happy or sad association for the audience,
a hot or cold association, a colorful or a bland association, in com
parison with the associations hc/she wants. Sentence and story
completion tests can be used by message design teams to under
stand the audience’s feelings and attitudes towards a particular
program topic, medium, group, government, or nation. The inter
viewees are asked to complete incomplete sentences such as:
‘Large landowners are...
‘ Vaccinations cause...
‘Sterilization causes...
‘Today's labor are...’
Or complete stories related to the program topic such as the
following:
‘Two 6-year olds were out on llteir bicycles. One bicycle had a
flat tire’.
What happened then? The writer of a series for 6-year olds may
want to find out how this age group responds to such a problem
before introducing any creative do-it-yourself tips. Photographs of
alternative on-air presenters and cast members can be presented to
136
Designing Messages Tor Development Communication
a sample of the audience to check on how they arc perceived in
comparison with the producer's perceptions. Audience reactions
to photographs and incomplete stories and sentences provide
plots, words, and sentences that are extremely useful for script
writers.
To reduce the time involved in going from farm to farm conducting
personal interviews in agrarian societies where domestic telephones
are rare, many production teams intercept individuals nt central
Incatinns where they gather. In a village in Asia or Africa, a good
place to find women would be at the village well or stream, the
marketplace, or the health center. In the Caribbean, central loca
tions would include the post office, the church, and the rum bar.
While intercepting individuals at high traffic areas saves time, the
public location also implies a less private interview. The procedure
for conducting individual interviews at central locations involves
selecting places frequented by members of the audience and
stationing interviewers there. Potential interviewees arc politely
greeted and invited to participate in an interview lasting a specified
number of minutes. If they can spare the time required, the inter
viewer asks screening questions to ensure they fit in with criteria
set for the intended audience, c.g., illiterate landless labor. The
interview takes place only if the individual is a member of the
intended audience for the program under development.
Ihis chapter is lire how-to-do-it heart of the book. Expect to
read it several times. It has presented general and specific guide
lines on how to collect information to help message designers decide
what to communicate and how to communicate. The next two
chapters illustrate how to apply them.
he preceding chapters have presented pragmatic and
democratic-philosophic arguments for audience-based
message design. They have stressed the importance of
listening to andAtuning from the audience, so that audience members
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