Environmental Survey for Education Sector, 2008
West Bank and Gaza, 2009
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Reference ID
PSE-PCBS-ESE-2008-V1.0
Producer(s)
Palestinian Central Bureau of Statistics
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Created on
Sep 14, 2020
Last modified
Sep 14, 2020
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Use water tanks to get water (EW01_2)
Data file: Environment of Educational Building
Overview
Valid:
2361
Valid (weighted):
2665.109
Invalid:
2
Invalid (weighted):
2.039
Minimum:
1
Maximum:
3
Questions and instructions
Literal question
Use water tanks to get water
Categories
| Value | Category | Cases | Weighted | |
|---|---|---|---|---|
| 1 | Yes (Main source) | 191 | 222 |
8.3%
|
| 2 | Yes (Secondary source) | 436 | 512 |
19.2%
|
| 3 | No | 1734 | 1931 |
72.4%
|
| Sysmiss | 2 | 2 |
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.
Interviewer instructions
If the answer in EW01 for one of the sources was (No) don't answer EW02 and EW03
In case there is water well and porous cesspit (Answer (1 or 2) in EW01 and answer 2 on EWW01), the questions
In case there is water well and porous cesspit (Answer (1 or 2) in EW01 and answer 2 on EWW01), the questions
Description
Definition
Water quality:
The water without color, taste, smell or precipitates is considered as good water, the water with some color or taste or smell or precipitates but still acceptable from the respondent's point of view is considered to be fairly good water, and the water with some color or taste or smell or precipitates to an extent that is not acceptable from the respondent's point of view is considered to be bad water.
The water without color, taste, smell or precipitates is considered as good water, the water with some color or taste or smell or precipitates but still acceptable from the respondent's point of view is considered to be fairly good water, and the water with some color or taste or smell or precipitates to an extent that is not acceptable from the respondent's point of view is considered to be bad water.
Universe
The target population of this survey is all educational establishments, as follows:
1. Educational establishments belonging to Ministry of Education and Higher Education.
2. Educational establishments belonging to UNRWA.
3. Educational establishments belonging to Non-governmental organizations.
4. Educational establishments belonging to the Private sector.
1. Educational establishments belonging to Ministry of Education and Higher Education.
2. Educational establishments belonging to UNRWA.
3. Educational establishments belonging to Non-governmental organizations.
4. Educational establishments belonging to the Private sector.
Source of information
All educational establishments
Imputation and derivation
Imputation
The reference period was 2008.
Derivation
All questionnaires were edited again in the office using the same instructions adopted for editing in the field
Others
Security
Accuracy of the Data
Two types of errors affected the quality of the report's data, sampling and non sampling errors. Sampling errors are measurable and very limited in this report, because the study covered all educational establishments in the Palestinian Territory. The non-sampling errors could not be determined easily, due to the diversity of sources (e.g. the interviewers, respondents, editors, coders, date entry operators…etc). To minimize such errors data was edited before and after the entry process.
Comprehensiveness
One of the most important goals to publish annual reports to the statistics of the environment for the education sector is to create a time series tables for the most important indicators relating to environmental conditions and circumstances of this important sector in the Palestinian Territory.
Notes that the report does not contain data on previous years since it implemented for the first time. This report covers as the most important environment-related indicators for the educational sector in 2008.
As for the geographic database, notes that schools are covered in full for all provinces, but data for higher education establishments were lacking in some governorates of establishments of higher education, noting that the data contained on higher education has been deployed in the region (the West Bank, Gaza Strip).
Comparison of the Data
Survey carried out for the first time, so there is no previous data to be compared, but the results were compared with data for the World Health Organization.
Two types of errors affected the quality of the report's data, sampling and non sampling errors. Sampling errors are measurable and very limited in this report, because the study covered all educational establishments in the Palestinian Territory. The non-sampling errors could not be determined easily, due to the diversity of sources (e.g. the interviewers, respondents, editors, coders, date entry operators…etc). To minimize such errors data was edited before and after the entry process.
Comprehensiveness
One of the most important goals to publish annual reports to the statistics of the environment for the education sector is to create a time series tables for the most important indicators relating to environmental conditions and circumstances of this important sector in the Palestinian Territory.
Notes that the report does not contain data on previous years since it implemented for the first time. This report covers as the most important environment-related indicators for the educational sector in 2008.
As for the geographic database, notes that schools are covered in full for all provinces, but data for higher education establishments were lacking in some governorates of establishments of higher education, noting that the data contained on higher education has been deployed in the region (the West Bank, Gaza Strip).
Comparison of the Data
Survey carried out for the first time, so there is no previous data to be compared, but the results were compared with data for the World Health Organization.
Notes
Special Technical Notes
Can be summarized as sources of some non-statistical errors that have emerged during the implementation of the survey with the following:
1. Differentiation on understanding the questionnaires.
2. Variation in individual measurements of some different issues such as the amount of water consumed and the amount of solid waste generated has been appreciated, in addition to questions relating to estimates of sizes, distances and time periods.
Can be summarized as sources of some non-statistical errors that have emerged during the implementation of the survey with the following:
1. Differentiation on understanding the questionnaires.
2. Variation in individual measurements of some different issues such as the amount of water consumed and the amount of solid waste generated has been appreciated, in addition to questions relating to estimates of sizes, distances and time periods.