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In developed countries, it is customary to use various forms of computer-assisted data collection
in which the interview follows a script presented on a computer screen – CAPI, CATI or CAWI. 12
This makes for quick and effective interviews which are undertaken using a consistent script.
Such techniques are less available in developing countries. Nevertheless mobile devices
(e.g. tablets) are facilitating the process in developing countries.
3.4 Supplementary guidance on topics linked to cultural participation
This report has mentioned a number of topics which, though not strictly part of cultural
participation, are commonly included in associated surveys. The sources listed below provide
details of international statistical standards for definitions and collection methods.
Social capital: There is no universally agreed set of measures for social capital (Putnam,
2000 and Delaney and Keaney, 2006). Examples of social capital modules can be found
integrated into the Living Standards Measurement Survey (LSMS).
Education and literacy: The level of education has repeatedly been found to be associated
with cultural participation. This can be measured in two typical dimensions –surveys which
gather the latest grade completed and countries collecting data on the number of literate
people.
Tourism: Tourists, especially ‘cultural tourists’, may often take part in cultural activities.
Many audience/visitor surveys are conducted to reveal patterns of tourist behaviour. The
UN World Tourism Organization provides excellent guidance on tourism statistics.
Use of media: The presence or use of receivers, television and radio, as well as the use of
newspapers in a household, is covered by many international statistical standards. The
UIS conducts international surveys of media, while UNESCO has also developed the
Media Development Indicator Suite to examine national and sub-national media policy
(UNESCO, 2008b).
3.5 A draft checklist to measure cultural participation
Table 2 provides guidance to questionnaire designers for measuring cultural participation. It is
intended as a practical checklist, highlighting the core issues to be collected through any survey,
regardless of the method used or specific features or constraints.
In line with the operational definition, the checklist does not contain any distinction between
different cultural domains or categories of activities, as we consider it more appropriate to focus
on the aims of the measurement. This appears in Column A. In some cases, understanding a
practice requires measuring two or three different indicators: the key ones are shown in
Column B and relate mainly to quantitative aspects and to the meaning of the practice for the
respondent. Columns C and D provide suggestions of more detailed follow-up questions after
those in Column B. Column E gives an example from the survey used for this publication.
Brackets and inverted commas are used to stress that the details of the questions included in a
survey must be defined precisely, case by case.
12 CAPI – Computer-Aided Personal Interview; CATI – Computer-Aided Telephone Interview; CAWI –
Computer-Assisted Web Interviewing
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