Focus Group Discussion Protocol

April 2019

Project: Compiling the evidence base on the

theme – Developing skills in youth to succeed
in the evolving South Asian economy
Date – 22nd April 2019

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Focus Group Discussion Protocol
 Facilitator’s Guidelines for Focus Group Discussion
1. Focus Group Discussion (FGD)

A Focus Group Discussion is a qualitative research technique consisting of a structured

discussion and used to obtain detailed subjective information from a group of people about a
particular topic. The purpose of the discussion is to use the social dynamics of the group, with
the help of a moderator/facilitator, to stimulate participants to reveal essential information
about people’s opinions, beliefs, perceptions and attitudes.
Focus groups are often conducted among homogenous target populations, who usually share
a common characteristic such as age, gender, or socio-economic status, which shall
encourage the group to speak more freely about the subject without fear of being judged by
others.

2. Objective of FGDs:

Through the Focus Group Discussion we shall map the career aspirations of youth, identify
the key constraints on their participation in skills training and labor market scenario in South
Asian Countries (Afghanistan, Pakistan, India, Maldives, Sri Lanka, Nepal, Bhutan and
Bangladesh to help develop their skills to succeed in the evolving South Asian economy. The
study will focus on the actual and future trends in the job force skill needs, with projections for
opportunities for those entering the labor market in both formal and informal sectors.
The key objectives include:
• Understand and determine the demand and supply side in skills training and
employment.
• Hear the ‘voice of youth’ for their own investment in themselves and what can be done to
improve the suitability for the market.
• Locate promising solutions that are scalable with a consistent focus on coordinating
efforts across education centered or workplace/ employer centered spaces to attain
benefits for youth and the economy that neither can generate alone.
• Identify the potential parts of the ecosystem that can accelerate skill development and
youth employment if properly engaged.

In addition to the VOY survey, FGDs will help collect youth’s opinions and stories of particular
demographics to unpack in more depth young people’s experiences and perspectives on the
labor market. This will give us valid insights into their particular experiences, specially
keeping in view vulnerable and under-privileged groups from the region, to ensure their
specific experiences and needs are included.

2.1. Location/Venue for FGD:

Organize the meeting at a safe and comfortable environment (e.g. not direct under the sun),
and should be easily accessible by all the participants.

2.2. Date and time for the FGD:

Ensure mobilization of participants before the meeting as far as possible (responsibility of

UNICEF Country Office). As the country office is facilitating the access to participants, the
purpose of visit and agenda for the discussion shall be pre-defined, to reduce time constraint.

A plan with the team to be shared beforehand as to how the groups shall be divided. The
consistency of approach should be adapted so that results are comparable.

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Focus Group Discussion Protocol
 2.3. Focus Group Composition1:

Ensure the focus group consists of following for the FGD:

• Male and Working female respondents from urban locations (engaged in

informal economy)
• Male and Female respondents from rural locations (preferable from lower
income families/ BPLs)
• Students in or alumnus of TVET institutions
• Differently abled youth (male and female both)
• Youth in vulnerable environment (informal economy, forced condition, low pay,
hazardous forms)
• Entrepreneurs (male and female both)
• Youth already migrated or youth planning to migrate for work (people from low
income families/ BPLs)

2.4. Group Size:

For proper facilitation, the ideal size of the focus group should be 10-15 participants.

2.5. Duration of the FGD:

Each FGD shall be conducted for a duration of 1.5 to 2 hours approximately.

2.6. Sitting Arrangement for FGD:

Ensure comfortable sitting arrangement for the participants. The participants have to sit in an
arrangement wherein each participant can interact face to face (preferably circle/semi-circle
sitting for better facilitation). Also comfortable space for the facilitator, observer and
interpreter (if any) should be available.

3. How to Conduct the FGD – To dos for the facilitator:

Introduce yourself to the focus group and explain the purpose of the visit. It is important to
explain the rationale to avoid raising expectations. Explain what you will do with the
information, and be very clear that when asking about needs, there is no guarantee that
things will change, however to the extent possible, you will pass on their feedback to relevant
authorities.

3.1. Key steps to be followed:

• To begin with, make sure you request for their consent and get signature on the
consent form by each participant.
• The discussion might touch upon some sensitive issues. Ensure participants that
there are no requirement to respond if the question causes discomfort.
• Participation is completely voluntary and participants are free to answer or not, or to
leave at any point.
• Reassure participants that confidentiality will be kept throughout in that no names or
personal information will be disclosed or used in any publications/reports.
• Explain that you will be taking notes2 during the interview to help you remember what
was said, but that these are for your own personal use and will not be shared with
others.

1
Refer Annexure 4 for FGD composition
2
Refer Annexure 1 for Note taking form

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Focus Group Discussion Protocol
 • Make sure that your notes reflect as closely as possible what was said. When it comes
to analyzing the outcomes, the more detail captured the better, and the more likely
you are to have quotable passages which can be very powerful. Scant notes can
render the exercise useless.
• Ask if there are any questions before starting the interview and make sure to take
some notes about the group.
• Be mindful that these are people who might have suffered some kind of gender
discrimination and are also individuals who have their own stories. Without spending
all the time, set aside building rapport, and without getting too personal, it is advisable
to spend some time showing genuine interest in the people to whom you are
speaking, to learn a bit about them and to put them at ease. You might like to ask
participants what they think about the present situation in the respective country as
an icebreaker. Use your judgement and be a bit creative.
• For recording ask for permission of the group, “May I record the discussion to facilitate
its recollection?” (if yes, switch on the recorder)
• Follow the Facilitator’s Welcome, Introduction and Instructions to Participants to:
i. Welcome the participant
ii. Introduce them to the purpose of the FGD
iii. Inform them about the duration for the FGD
iv. Explain the ground rules to be followed during the FGD by all participants
v. Give signal to the Observer as you start the session to start taking notes
vi. Introduce yourself and the team to the participants to warm up
vii. Ask all participants to Introduction themselves
viii. Follow the sequence of the questions in the FGD Checklist to guide you
through the session
• On completion of the FGD, do not forget to thank them for their valuable inputs and
feedback.

Facilitator’s Welcome, Introduction and Instructions to Participants

Welcome and thank you for volunteering to take part in this focus group. You have been
asked to participate as your point of view is important. I realize you are busy and I appreciate
your time.

➢ Introduction:
This focus group discussion is designed to assess the aspirations and constraints that impact
the youth to succeed in evolving South Asian economy. The focus group discussion will take
no more than one hour and a half approximately.

➢ Anonymity Claim (Only if the respondent gives consensus for recoding the
discussion):
Despite being taped, I would like to assure you that the discussion will be anonymous. The
tapes will be kept safely in a locked facility until they are transcribed word for word, then they
will be destroyed. The transcribed notes of the focus group will contain no information that
would allow individual subjects to be linked to specific statements. You should try to answer
and comment as accurately and truthfully as possible. I and the other focus group participants
would appreciate it if you would refrain from discussing the comments of other group
members outside the focus group. If there are any questions or discussions that you do not
wish to answer or participate in, you do not have to do so; however please try to answer and
be as involved as possible.

➢ Ground Rules:
• The most important rule is that only one person speaks at a time. There may be a
temptation to jump in when someone is talking but please wait until they have finished.

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• There are no right or wrong answers
• You do not have to speak in any particular order
• When you do have something to say, please do so. There are many of you in the group
and it is important that I obtain the views of each of you
• You do not have to agree with the views of other people in the group
• Does anyone have any questions? (Answers)
• OK, let’s begin

➢ Warm up:
First, I’d like to introduce myself and my team.

➢ FGD Session:
To begin with, all the participants if you can share your brief introduction.
For facilitating the session refer to the Guiding questions and follow the sequence

➢ Conclusion:
• Thank you for participating. This has been a very successful discussion
• Your opinions will be a valuable asset to the study
• We hope you have found the discussion interesting
• If there is anything you are unhappy with or wish to complain about, please contact the
UNICEF Country Office or speak to me post the FGD session
• I would like to remind you that any comments featuring in this report will be anonymous.

3.2. Some Tips for the facilitator, observer and interpreter:

• Notice body language and expressions as relevant.
• Make sure to listen to participants, non-judgmentally and intervene if others are
judging them, reminding them of the respect for other opinions.
• Encourage that only one person talks at a time, and remind people and the interpreter
not to go too long in between translation, as you will lose a lot of the detail.
• Use neutral comments and encourage the quieter people to contribute – “Anything
else?”, “does anyone else have something to add?”, “How about this side of the
group?”
• Explain to interpreters the importance of translating sentence-by-sentence and not
summarizing what people say. Interviewers should help interpreters by asking only
one short question at a time and by reminding them about confidentiality of the
discussions.
• Summarize the whole discussion (if time permits).

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Focus Group Discussion Protocol
Annexure 1

Note Taking Form

Date of FGD session Location (Country Name and Complete

Address)

Number of Participants Number of Male Participants

Age Group Number of Female Participants

School Status (In school, dropouts, Name of the Facilitator

graduates etc.)

FGD Group (Mention as per the FGD group

distribution in Annexure 4)

Exceptional views on the session –

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Important Notes -

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Signature of the Facilitator –

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Annexure 2

Attendance sheet for Participants

Date of FGD session–

Location (Complete Address) –

Name of the Facilitator -

# Name of the Participant Signature

Signature of the Facilitator –

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Focus Group Discussion Protocol
Annexure 3

List of FGD questions

1) Working male and female respondents from urban locations

FGD Group
(preferably engaged in informal economy)
Please tell us about your current work. (Contract,
regulations/restrictions, hours, leave, wages/payment (wage
Work experience
premiums/amount/timeliness/deductions), risks (health & safety), non-
contract demands, harassment, supervision, benefits/incentives.
Information and What are the top three ways in which you get information about jobs
networks (in work and training opportunities? word of mouth, family connections,
and training) recommendation (previous trainees/workers) social media, TV, etc.
Future priorities Where would you like to be in 2 years’ time? What kind of help would
and needs you need to achieve that goal?
What are the main barriers for women in accessing and staying in
education, jobs and training? (age, caste, physical, child care, lack
Barriers for confidence, lack education qualifications, few contacts or information,
work/skills family pressure, not having the right skills, mental health issues,
acquisition alcohol or drug dependency, no jobs here, discrimination, employers
demand bribes, legal status in the country, high cost to get to work,
employers only hire within their connection)
What do you think of the following statement: "Employers have a
Perceptions
preference for male workers over female ones"
about
1. Strongly disagree 2. Disagree 3. No opinion 4. Agree 5. Strongly
discrimination/
agree
work mobility
WHY?

FGD Group 2) Male and Female respondents from rural locations.

Please tell us about your life. How do you spend most of your time? In
Work experience
school, at home, at work, in training?
Motivations and Who influences choices in case of career aspirations? Role models,
influences peer pressure information, media, culture, family
work/skills expectations/pressure/preferences, limited job opportunities,
acquisition obligations in family (status, responsibility)
What are the main barriers in accessing and staying in education, jobs
and training? (age, caste, physical, child care, lack confidence, lack
Barriers for education qualifications, few contacts or information, family pressure,
work/skills not having the right skills, mental health issues, alcohol or drug
acquisition dependency, no jobs here, discrimination, employers demand bribes,
legal status in the country, high cost to get to work, employers only
hire within their connection.
Where would you like to be in 2 years’ time? What kind of help would
Future priorities
you need to achieve that goal? Would there be any pressure/
and needs
influence on your career choices?
Information and What are the top three ways in which you get information about jobs
networks (in work and training opportunities? Word of mouth, recommendation (previous
and training) trainees/workers) social media, TV, etc.

3) Students in or alumni of TVET institutions (Mix of boys and

FGD Group
girls)

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Focus Group Discussion Protocol
 Motivations and
What led you into vocational training? Influence/reasons for
barriers for
choosing/not choosing training- what attracts/what doesn’t (marketing
work/skills
by training providers, guarantee of jobs, better pay, acquiring skills)
acquisition
Motivations and
What have been the benefits and disadvantages of TVET? (Access
barriers for
the labor market, acquire skills, discrimination based on caste, gender,
work/skills
etc.)
acquisition
Perceptions What are the perceptions on different training provisions?
about work (Government training, private training, length of training, -
options/mobility disadvantaged groups, who goes, who doesn’t and why)
What do you think of the following statement: "Skills development
Perceptions training improved my chances of getting a job?"
about work 1. Strongly disagree 2. Disagree 3. No opinion 4. Agree 5. Strongly
options/mobility agree
WHY?
Future priorities Where would you like to be in 2 years’ time? What kind of help would
and needs you need to achieve that goal?

FGD Group 4) Differently-abled youth (mix of boys and girls)

Please tell us about your life. How do you spend most of your time? In
Work experience
school, at home, at work, in training?
Information and What are the top three ways in which you get information about jobs
networks (in work and training opportunities? word of mouth, recommendation (previous
and training) trainees/workers) social media, TV, etc.
Barriers for
What are the main challenges for differently-abled youth in accessing
work/skills
and staying in education, jobs and training?
acquisition
• What are your dreams and ambitions? Where would you like to be in
Future priorities 2 years’ time? What kind of help/support would be needed?
and needs • Is there anything you wish you could learn and would be helpful for
you to achieve your goals?

5) Youth in vulnerable employment (informal economy, forced

condition, low pay, hazardous forms)
FGD Group
(Make sure that this question is asked in a careful ethical view to
avoid troubling the sentiments of the workers)
Please tell us about your current work3. How did you get this job?
What are your perceptions about work options/ mobility for better
Work experience
employment? In case you want to gain more skills and move to a
better paid job, what are the possibilities?
What are the main challenges in accessing and staying in education,
jobs and training? lack confidence, lack education qualifications, few
Barriers for
contacts or information, family pressure, not having the right skills,
work/skills
mental health issues, alcohol or drug dependency, no jobs here,
acquisition
discrimination based on gender, caste, ethnicity, etc., legal status in
the country, lack of connections
Future priorities Where would you like to be in 2 years’ time? What kind of help would
and needs you need to achieve that goal?

3
Contract, regulations/restrictions, hours, leave, wages/payment (wage premium/amount/timeliness/deductions), risks (health
& safety), non-contract demands, harassment, supervision, benefits/incentives

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 What do you think of the following statement: "In most cases
Perceptions
employers hire within their family and contacts."
about work
1. Strongly disagree 2. Disagree 3. No opinion 4. Agree 5. Strongly
options/mobility
agree - WHY?
Perceptions How do you currently voice your opinions, e.g. about working
about work conditions, working hours, working conditions, leave, salary, flexibility,
options/mobility etc.?

FGD Group 6) Young entrepreneurs

Work experience Please tell us about your current work.
What was your motivation to become an entrepreneur? better income,
Motivations passion for an idea, better work, international experience, skills,
connections, secure futures, savings, marriageability,
What are the main challenges for entrepreneurs? lack confidence,
lack education qualifications, few contacts or information, family
Barriers for
pressure, not having the right skills, mental health issues,
work/skills
discrimination, based on caste, gender, ethnicity, etc., employers
acquisition
demand bribes, legal status in the country, high cost to get to work,
employers only hire within their connection
Future priorities Where would you like to be in 2 years’ time? What kind of help would
and needs you need to achieve that goal?
Who would you go to for advice about your business/organization?
Information and
(Parents/careers, business startup programmers, private sector
networks (in work
investors, careers advisors, mentor/teacher/youth worker, social
and training)
media)

7) Youth that migrated or are planning to migrate for work

(preferably boys and girls from lower income families)
FGD Group
(Make sure that this question is asked in a careful ethical view to
avoid troubling the sentiments of the workers)
Please tell us about your current work. (Contract,
regulations/restrictions, hours, leave, wages/payment (wage
Work experience
premiums/amount/timeliness/deductions), risks (health & safety), non-
contract demands, harassment, supervision, benefits/incentives.
Motivations and What was your motivation/ pressure to go to work abroad/ rural/ urban
barriers for move - better income, promotion, better work (regular and reliable),
work/skills international experience, skills, connections, secure futures, savings,
acquisition marriageability?
What are the main challenges for young people who go for work
abroad? lack confidence, lack education qualifications, few contacts or
Barriers for information, family pressure, not having the right skills, mental health
work/skills issues, alcohol or drug dependency, no jobs here, discrimination
acquisition based on caste, gender etc., employers demand bribes, legal status in
the country, high cost to get to work, employers only hire within their
connection
Future priorities Where would you like to be in 2 years’ time? What kind of help would
and needs you need to achieve that goal?
Perceptions How do you currently voice your opinions4, e.g. about working
about work conditions, working hours, working conditions, leave, salary, flexibility,
options/mobility etc.?

4
Voicing opinions may include, e.g. working conditions, working hours, working conditions, leave, salary, flexibility, etc.

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Annexure 4

FGDs distribution by Country

Approx.
number of
S.no Types of FGD groups
FGD
participants
working and non-working female youth from rural locations
(preferably girls from lower income families) - GIRLS
youth that migrated or are planning to migrate for work
30 (preferably boys and girls from lower income families) –
Afghanistan
(3 FGDs) BOYS - if possible also girls
youth in vulnerable employment (informal economy, forced
condition, low pay, hazardous forms) – BOYS - if possible
also girls
working male and female respondents from urban locations
(preferably engaged in informal economy) - GIRLS
students in or alumni of TVET institutions - GIRLS
50
Bangladesh youth that migrated or are planning to migrate for work
(4 FGDs)
(preferably boys and girls from lower income families) –
BOYS - if possible also girls
differently-abled youth – MIX OF BOYS AND GIRLS
students in or alumni of TVET institutions – MIX OF BOYS
30
Bhutan AND GIRLS
(2 FGDs)
entrepreneurs – MIX OF BOYS AND GIRLS
working female respondents from urban locations (preferably
engaged in informal economy) - GIRLS
students in or alumni of TVET institutions - – MIX OF BOYS
50 AND GIRLS
India
(4 FGDs) youth in vulnerable employment (informal economy, forced
condition, low pay, hazardous forms) - BOYS - if possible also
girls
entrepreneurs – MIX OF BOYS AND GIRLS
working and non-working female youth from rural locations
30
Maldives (preferably boys and girls from lower income families)
(2 FGDs)
differently-abled youth – MIX OF BOYS AND GIRLS
working female respondents from urban locations (preferably
engaged in informal economy) - GIRLS
youth in vulnerable employment (informal economy, forced
condition, low pay, hazardous forms) - BOYS - if possible also
50
Nepal girls
(4 FGDs)
youth that migrated or are planning to migrate for work
(preferably boys and girls from lower income families) –
BOYS - if possible also girls
entrepreneurs – MIX OF BOYS AND GIRLS

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 students in or alumni of TVET institutions – MIX OF BOYS
AND GIRLS
youth in vulnerable employment (informal economy, forced
50 condition, low pay, hazardous forms) - BOYS - if possible also
Pakistan girls
(4 FGDs)
working and non-working female youth from rural locations
(preferably girls from lower income families)
entrepreneurs – MIX OF BOYS AND GIRLS
working and non-working female youth from rural locations
30
Sri Lanka (preferably girls from lower income families)
(2 FGDs)
differently-abled youth – MIX OF BOYS AND GIRLS
320
Total 25 FGDs
participants

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