1. Understanding Child Time Use Measurement, Challenges, Findings

2. Why Measure How Children/Youth Spend Their Time? – Program placement Are those children/youth you are trying to reach in school? Are they working? What other activities are they engaged in? What activities are important to them? What do they want to do? What is their living environment (home, street)? – Access and Safety What routes do they take between these places? How long does travel take? By what mode? Is it safe for them? Safe for you? – Key Indicator

3. Introduction to a Participatory Rapid Appraisal Tool Key Elements – Informed consent: parents/caregivers and youth – Selecting places where they spend time – Mapping their community – Linking the places: routes, transport modes, time – Allocating time spent per location – Expressing what activity is most important to them

4. PRA Tool Sampling and Setup Understand your target population Modify tool appropriately Mixed-gender or single-gender groups? Supplies – depend on age and final PRA protocol – Poster board or large paper – Photos, drawings of places or blanks for group identification – Markers, pens – Tokens to represent time (e.g., one token=one hour) Capable, friendly facilitator

5. Map

6. Sample Results Table SundayMondayTuesdayWednesdayThursdayFridaySaturday 6:00-7:00 a.m.House 7-8MadrasaSchool Madrasa 8-9MadrasaSchool Madrasa 9-10MadrasaSchool Madrasa 10-11MadrasaSchool Madrasa 11-12 noonHouse 12noon- 1HouseMasjid House 1-2 pmMadrasaSchool Madrasa 2-3 pmMadrasaSchool Madrasa 3-4 pmSeaweed farmingPlayground Seaweed farming 4-5 pmPlaygroundHouse Playground 5-6 pmMasjid 6-7 pmMasjid

7. Tallied Results SundayMondayTuesdayWednesdayThursdayFridaySaturday House1314 Madrasa6000006 Masjid3333332 Playground1111111 School0666660 Seaweed Farm1000001 Total24

8. Drawing of “most important activity”

9. Power of Mixed Methods – Time tables – Maps – Drawings These tools enable us to see the complex system in which young people live. This in turn enables us to design appropriate, targeted interventions to meet their needs.

10. Findings: Children of Seaweed Farmers Parents’ Reporting Tumitus January 2012 Endline Age MaleFemale Seaweed Economic Activity Household ChoresNSeaweed Economic Activity Household ChoresN 5-1173016115717 12-14131510867143 15-171411068404 Tumitus January 2010 Baseline 5-110002111019 12-14192007 03 15-172237056608

11. Children’s Self-reported Time Use 201020122010201220102012 8-11 year olds12-15 year olds16-18 year olds 8 boys; 5 girls9 boys; 3 girls7 boys; 1 girl4 boys; 4 girls3 boys; 3 girls1 boy; 4 girls Hours%/weekHours%/weekHours%/weekHours%/weekHours%/weekHours%/week House64.538%107.564%63.538%10160%80.7548%9758% Madrasa16.510%11.57%2716%85%28.7517%127% Masjid20.512%15.59%1811%2213%2113%2012% School19.512%2515%19.512%2515%53%3018% Seaweed Farm9.56%21%9.56%74%20.2512%21% City15.59% 9.56% 64% Market12.57% 127% 53% Playground9.56%6.54%95%53%1.251%74%

12. Challenges and Future Improvements Findings support the link between household economic well-being and child well-being Contradictory child time use data from multiple sources told a story about the households that matched other sources Post-endline community debrief clarified findings Time-use within the house is likely complex, so the PRA with children should include more specific questions about what they are doing in the house.

13. For more information: Please contact Diana Rutherford at FHI 360 drutherford@fhi360.org Thank you for participating.