An Assessment of the Implementation of Nutrition Education Program at the National and Local Levels - PowerPoint PPT Presentation


Title: An Assessment of the Implementation of Nutrition Education Program at the National and Local Levels


1
An Assessment of the Implementation of Nutrition
Education Program at the National and Local
Levels
  • Department of Food Science Nutrition
  • College of Home Economics
  • University of the Philippines
  • Diliman, Quezon City

2
Project Team
  • Demetria C. Bongga, Ph.D.
  • (Project Leader)
  • Milagros P. Querubin, Ph.D.
  • (Study Leader 1)
  • Ma. Veritas F. Luna, Ph.D.
  • (Study Leader 2)
  • Carleneth P. Fernandez
  • (Study Leader 3)
  • Cecile Leah T. Bayaga, MSN
  • (Study Leader 4)

3
Objectives of the study
  • Describe the key nutrition education programs in
    terms of policy directive, support activities,
    availability of resources

4
Objectives of the study
  • Characterize implementation of nutrition
    education/activities in terms of
  • Level of implementation
  • Forms and usage
  • Target group
  • Messages
  • Channels
  • Key players or sources of messages

5
Objectives of the study
  • Describe the essential enabling mechanism for
    support activities for the implementation of
    nutrition education identified in objective 1.

6
Objectives of the study
  • Determine the strengths, weaknesses,
    opportunities and challenges of nutrition
    education activities/programs.

7
METHODS
8
Conceptual Framework
9
Research Design
  • Descriptive study and made use of
  • qualitative research methodologies
  • In-depth interviews
  • Focus group discussions
  • Records review and inventory checklist

10
Schematic diagram of sampling design
11
Pre-test Areas
  • National Level
  • National Nutrition Council
  • Local Level
  • Province Laguna
  • Municipality Pagsanjan
  • Barangay Lambak, Pagsanjan

12
National Agencies Interviewed
  • Department of Health (DOH)
  • Food and Nutrition Research Institute (FNRI)
  • Department of Social Work and Development (DSWD)
  • Department of Education
  • Nutrition Center of the Philippines (NCP)

13
National Agencies Interviewed
  • Nutrition Foundation of the Philippines (NFP)
  • Helen-Keller International (HKI)
  • Nestle Corporation
  • CODHEND Schools (UP-Los Banos, Benguet State
    University, Centro Escolar University)

14
Provinces Included in the Study
15
Content of questionnaire at the National level
  • What are the existing nutrition education
    activities/programs being implemented?
  • Were there department orders/memos/directives
    issued by these agencies regarding the
    implementation of these activities

16
Content of questionnaire at the National level
  • Who were involved in the planning for such
    activities?
  • Was it a sole initiative of the agency or in
    collaboration with other agencies?

17
Content of questionnaire at the National level
  • What were the sources of the funds to implement
    the activities?
  • What are the available or existing materials
    utilized by these agencies to implement such
    activities?

18
Content of questionnaire at the Local level
  • What were the orders/memos/ directives that
    emanated from the regional agencies regarding the
    implementation of nutrition education activities?
  • What were your actions in response to the
    orders/memos/directives? (it may be through
    issuance of a memo, order or ordinances)

19
Content of questionnaire at the Local level
  • What are the existing nutrition education
    activities/programs being implemented in your
    region? (Province? Municipality/City? Community/
    Barangay?)
  • Does the Region (municipality, community/barangay)
    have the manpower to implement the activity? If
    yes, who implement(s) the nutrition activities?

20
Content of questionnaire at the Local level
  • Does/Do the implementor(s) have the training to
    implement the activity? If yes, what capability
    building activities were undertaken to train
    provincial or city nutrition officers in the
    implementation of such activities? Who initiated
    or funded the capability building activities?

21
Content of questionnaire at the Local level
  • What are the available or existing materials
    utilized to implement such activities?
  • Are there facilities/venues available in your
    region (or province, municipality,
    community/barangay) for the implementation of the
    NE activities?

22
Content of questionnaire at the Local level
  • What types of support were extended to you by the
    municipal/city council (or Barangay Nutrition
    Committee) for the implementation of such
    activities? Please specify the type and nature of
    support provided.

23
Content of questionnaire at the Local level
  • What was the involvement of other sectors (i.e.
    schools, NGOs, business enterprise, civic groups,
    church organizations, private citizens, etc.) in
    the region (or province, municipality,
    community/barangay) during the implementation of
    the NE activities?

24
Content of questionnaire at the Local level
  • Who were the attendees/ participants in the NE
    activities?
  • Who monitors and evaluate the implementation of
    NE activities?

25
Content of questionnaire at the Local level
  • What do you think are the strengths of the
    nutrition education activities/ programs in your
    region (or province, municipality,
    community/barangay)?
  • What do you think are the weaknesses of the NE
    programs/ activities in your region (or province,
    municipality, community/barangay)?

26
Content of questionnaire at the Local level
  • What were the challenges encountered in your
    region (or province, municipality,
    community/barangay) in the implementation of NE
    programs/ activities?
  • How were these challenges addressed?

27
Content of questionnaire at the Local level
  • What opportunities are available for the
    improvement of NE programs/ activities in your
    region (or province, municipality,
    community/barangay)?

28
RESULTS
29
National Level
30
Types of Nutrition Education Activities
Implemented at the National Level
  • Training of implementors and health workers
    DOH, HKI
  • Nutrition counseling and mothers class
    CODHEND, DOH
  • Development of IEC materials CODHEND, DOH,
    DSWD, FNRI, HKI, NCP, NFP
  • Printing of IEC Materials - Nestle
  • Distribution of IEC Materials HKI, DOH

31
Nutrition Topics Imparted by National Agencies
  • Basic nutrition e.g. proper nutrition for the
    different life stages, foundations of good
    nutrition, and meal planning
  • Advocacy on healthy lifestyle and nutrition month
    theme
  • Food processing production
  • Food safety sanitation
  • Others e.g. Nutritional Guidelines

32
Sources of Funds of National Agencies
  • Own agency funds or National government
    allocation
  • International funding institutions UNICEF, WHO,
    USAID, JICA
  • Civic Organization e.g. Zonta Club of Manila,
    Childrens Hour
  • Industry e.g. Nestle, San Miguel, Unilever,
    Wyeth, Colgate-Palmolive

33
Partners of National Agencies in Planning
Nutrition Education Activities
  • Agency and its subunits e.g. DepEd,
    DOH, DSWD, FNRI, NCP
  • Collaboration with other agencies e.g. DOH with
    FNRI/HKI
  • Collaboration with sub-national units e.g. NCP
    with LGUs

34
Partners of National Agencies in Implementing
Nutrition Education Activities
  • LGUs e.g. HKI, NCP, NFP
  • Schools and school teachers e.g. DepEd
  • Local Centers e.g. DSWD
  • Divisions within agencies e.g. DOH, FNRI
  • Other government or agency units e.g. DOH

35
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • DOH Has various banner programs and initiatives
    such as
  • Garantisadong Pambata campaign based on DOH
    Circular 33-C s2001
  • Healthy Lifestyle Promotion through DOH order
  • Food Fortification Campaign is intended to step
    up implementation of the Asin Law enacted in 1995
    and the Food Fortification Act of 2000
  • Food safety program is anchored on the WHO
    guideline on food safety and operationalizes the
    9th message in the Nutritional Guidelines for
    Filipinos

36
Reasons of National Agencies for the Conduct of
Nutrition Education Activities
  • FNRI by mandate it must disseminate nutrition
    information and develop IEC materials
  • DSWD being a member of NNC governing board, it
    assists in the communication of relevant
    nutrition messages

37
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • DepEd intensifies nutrition health education
    in public elementary schools through TCPA (based
    on DECS Memorandum No. 211 series 1991)
  • NCP one of its major thrust is to develop IEC
    materials on health nutrition

38
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • NFP based on the directives of the Board, one
    of these is establishment of nutrition health
    kiddie classes
  • HKI undertakes nutrition education activities
    to enhance the implementation of DOH programs

39
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • Nestle doesnt implement nutrition education
    activities its role is limited to provision of
    funds for printing of materials
  • CODHEND part of its curriculum (nutrition
    education and practicum)

40
Local Level
41
Types of Nutrition Education Initiatives
  • Integration in existing programs in response to
    national directives
  • Health agriculture, social services
  • Elementary school curriculum
  • Part of the implementation of selected MTPPAN
    programs
  • Special projects of incumbent President

42
Types of Nutrition Education Initiatives
  • Special events
  • Local Initiatives
  • LGU special programs
  • Stand-alone nutrition education activities
  • Specific health and nutrition campaigns
  • Advocacy Activities
  • Orientation and training of support personnel

43
Types of Nutrition Education Initiatives
  • Other forms of nutrition education
  • Broadcast media
  • Development and distribution of IEC materials

44
Characterization of Nutrition Education Activities
45
Integration of Nutrition Education in Health
Services
46
School-based nutrition education
47
Integration of nutrition in agricultural programs
48
Integration of nutrition education in social
services
49
Part of MTPPAN Impact Programs
50
Part of MTPPAN Impact Programs
51
Part of MTPPAN Impact Programs
52
Special Government Project
53
Nutrition Month Celebration
54
Nutrition Month Celebration
55
Local Government Unit Initiatives
56
Local Government Unit Initiatives
57
Local Government Unit Initiatives
58
Local Government Unit Initiatives
59
Advocacy
60
Orientation and training of support personnel
61
Other Forms of Nutrition Education
62
Summary
  • Nutrition education activities in response to
    directives of national agencies involved with the
    MTPPAN.
  • Nutrition education initiatives of LGUs as part
    of local health campaigns or part of a special
    program of the LCE.

63
  • The provincial level provides the directions of
    the nutrition education activities in terms of
    form and focus, planning was done at the
    municipal level but implementation was always at
    the barangay level.

64
  • Provincial level personnel seldom go down to the
    barangay to directly teach the primary target
    groups (e.g. mothers, preschool children, school
    children).
  • Interaction with primary groups only during
    special events (e.g. specific health campaigns,
    Nutrition Month Celebration)

65
  • Frequency of conduct of nutrition education
    activities varies

e.g. Yearly - information dissemination
drive Quarterly or monthly nutrition counseling
during home visits Weekly group lectures to
clients of the health center
66
  • Nutrition education activities were always
    intensified during the Nutrition Month celebration

67
  • Forms of nutrition education
  • Provision of nutrition information during
  • health campaigns
  • Nutrition counseling during home visits
  • Group lectures for mothers of
  • undernourished children and other target
  • groups
  • Distribution of flyers
  • Posting of signages

68
  • Channels used were interpersonal communication,
    print and broadcast media

69
  • Nutrition education activities could be community
    based, school based or health center based

70
  • Nutrition counseling during home visits done by
    BNS and BHWs

Group lectures usually done by midwives or other
guest lecturers from municipal or provincial
offices
71
  • Target group of most nutrition education
    activities was mainly mothers of undernourished
    children
  • Other target groups
  • whole family
  • elderly
  • school children
  • preschool children
  • General public

72
  • High profile nutrition education activities were
    usually part of special events (i.e. Nutrition
    Month, launching of new health and nutrition
    programs)

73
  • Advocacy activities allowed them to get support
    for nutrition programs (i.e. PNAO or MNAO
    informing the LCEs about the result of annual OPT)

74
Nutrition Education Messages
  • Nutrition education messages or topics are often
    related to, in support of or complement nutrition
    activities or projects (i.e. OPT, micronutrient
    supplementation, food production)

75
Messages and Target Groups
76
Mothers of undernourished children
  • Wastong pagkain para sa undernourished na bata
  • Dagdag pagkain para sa sa undernourished na bata
  • Consumption of green leafy vegetables
  • Addition of oil

77
Mothers/Parents
  • Messages related to nutritional care
  • 3 basic food groups
  • Importance of breastfeeding
  • Micronutrient supplementation
  • Significance of Vitamin A
  • Importance of supplementary feeding
  • Use of iodized salt
  • Utilization of products with SPS

78
Mothers/Parents
  • Messages related to improving food availability
  • Income generating projects
  • Backyard gardening
  • Livestock raising
  • Messages related to promotion of health practices
  • Family planning
  • Ligtas buntis
  • Dengue awareness
  • Clean and green
  • Immunization

79
Elderly
  • Different lifestyle diseases
  • Nutrition for the elderly
  • Information on diabetes and how it can be managed

80
School children
  • 3 basic food groups
  • Nutritional Guidelines for Filipinos
  • Use of SPS and Diamond Seal Product
  • Use of iodized salt
  • Proper food choices
  • Vegetable gardening
  • Importance of vitamins and minerals
  • Basic nutrition as related to nutrition month
    theme

81
Preschool children
  • 3 basic food groups
  • Food pyramid
  • Importance of vitamins and minerals

82
Farmers
  • Skills training farming/gardening
  • Food production
  • Nutritious fruits and vegetables

83
Other primary target groups
  • Highschool students
  • - Basic nutrition concepts incorporated in the
    school curriculum and as related to Nutrition
    Month theme
  • College students
  • - Importance of food
  • - Proper food choices
  • - Use of iodized salt
  • - Use of SPS products
  • Out-of-school youth
  • - Basic nutrition

84
Pregnant/Lactating Mothers
  • Nutritional Guidelines for Filipinos
  • 3 Basic Food groups
  • Importance of breastfeeding
  • Importance of colostrum
  • Proper selection of low cost nutritious foods

85
Would-be-couples
  • Importance of breastfeeding
  • Family planning
  • Roles of couples in nurturing a healthy family

86
Hospital personnel
  • Fortified flour utilization
  • Iodized salt and products with SPS utilization
  • Milk Code implementation
  • Baby friendly hospitals

87
Salt producers
  • How to iodize salt
  • Health importance of iodized salt

88
General Public
  • Nutrition Month theme
  • Waste segregation
  • Proper garbage disposal
  • Promotion of Garantisadong Pambata
  • Promotion of iodized salt and SPS products
  • Benefits of iodized salt utilization

89
IEC Materials developed by National Agencies
found at the Local Levels
90
FNRI IEC Materials
91
FNRI IEC Materials
92
NCP IEC Materials
93
HKI IEC Materials
94
HKI IEC Materials
95
DOH IEC Materials
96
DOH IEC Materials
97
Enabling Mechanisms
98
Enabling Mechanisms
  • Manpower Support
  • Capacity Building
  • Physical Facilities
  • Funding Support
  • Political Commitment and Support

99
Key Persons in the Implementation of NE Program
(Provincial Level)
100
Key Persons in the Implementation of NE Program
(Municipal Level)
101
Selection of Key Persons Implementing NE Programs
  • Appointing or Selecting Authority
  • Governor
  • Mayor
  • Head of Local Offices
  • Basis of Selection
  • Educational background Nutritionist
  • Physician
  • Nurse
  • Work experience
  • Choice of Local Chief Executive

102
Roles of Key Persons Implementing NE Programs
(Provincial Level)
  • Coordination of NE activities
  • Advocates for NE activities
  • Echoes and initiates training of local level
    implementors
  • Orients local level implementors on national
    programs that will be implemented at the
    municipal and barangay levels
  • Serves as resource person of nutrition
    information
  • Prepares syllabi for NE in mothers classes

103
Roles of Key Persons (Provincial Level),Winner
v.s. Non-winner
104
Roles of Key Persons Implementing NE Programs
(Municipal Level)
  • Implementor - trainors, resource person,
    counselors, lecturers
  • Plan NE activities
  • Coordinate
  • Monitor
  • Evaluate
  • Advocate

105
Roles of Key Persons ( Municipal Level)Winner
v.s. Non-winner
106
Roles of Support Personnel
107
Capacity Building
108
Trainings on Knowledge enhancement attended by
Key NE Implementors
109
Trainings on Skill-building enhancement attended
by Key NE Implementors
110
Facilities Available for NE Activities
  • Venue government, private and commercial
    establishments spaces
  • AV equipment OHP, LCD, Slide projector, sound
    system, TV, VCD/DVD Player
  • Computer desktop, laptop

111
Sources of Funding
  • LGU allocation
  • NGOs and Religious organizations
  • International Funding Institutions
  • Private Donors
  • Civic organizations
  • Industry and local businesses
  • Local Clubs and Cooperatives

112
Budget Allocation for NE Program Activities
  • 10 to 23 of social development fund used for
    nutrition program
  • Actual cost for NE activities not indicated in
    action plans

113
Political Support
114
Types of Political Support
115
Focus Group Discussions
116
Nutrition Education Activities at Local Levels
  • 1. Stand alone activities
  • Mothers classes
  • Pabasa
  • Bench conferences
  • One-on-one counseling during home visits
  • Teacher-Child-Parent Approach

117
Nutrition Education Activities at Local Levels
  • 2. Integrated into existing programs
  • - Center-based supplementary feeding programs
  • - Pre-marriage counseling
  • - GP campaigns
  • - OPT or growth monitoring
  • - Elementary school curriculum
  • - Milk feeding programs
  • - Parenting Effectiveness Service

118
Nutrition Education Activities at Local Levels
  • 3. Special events
  • - Nutrition month celebration
  • (nutrition quiz, essay writing, radio TV
    guesting,
  • - Patak Day

119
Common Messages Disseminated at Local levels
  • Basic nutrition
  • Eating a balanced diet
  • Preparing nutritious but cheap dishes
  • Importance of breastfeeding
  • Why fortified foods

120
Limitations to Successful Implementation of NE
Activities
  • Lack of or no political support
  • Lack of funds
  • Lack of volunteers/ personnel
  • Inadequate IEC materials
  • Lack of food supplies and nutrient supplements

121
Limitations to Successful Implementation of NE
Activities
  • IEC materials not in the dialect
  • Lack of interest among target clients
  • People have no money to apply what is learned.

122
Recommendations for Improving Implementation of
NE Activities
  • Advocacy among political leaders or LGU
    officials
  • Health and Nutrition program included in DILG
    seminars for new local chief executives
  • Use of multi-media
  • IEC available in the local dialect
  • Make food available in the home through home
    gardening

123
Recommendations for Improving Implementation of
NE Activities
  • Training on nutrition education delivery
  • Adequate IEC materials
  • Training guide for use of trainers and resource
    persons
  • Additional trained manpower support
  • More supplies (food, nutrient supplements)
  • Restore home economics in Dep Ed curriculum.

124
Key roles of NE Implementers
  • Resource person / lecturer
  • Advocate
  • Monitor/supervisor
  • Prepare IEC materials
  • Give advice or counseling (during home/bgy
    visits)
  • Organizing women for classes and other community
    activities.

125
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Knowledge about (or mastery of)
  • Basic nutrition
  • Breastfeeding
  • Proper feeding of young children
  • Different DOH programs
  • The (attributes) of target client

126
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Attitudes
  • Patience
  • Sense of humor
  • Integrity
  • Commitment
  • Confidence to face large groups
  • Friendly, approachable
  • Sincerity
  • Must give time

127
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Skills
  • Communication skills
  • Peoples skills
  • Ability to convince or mobilize

128
CONCLUSIONS
  • Types of NE activities
  • A number of NE activities or programs are
    initiated at the national level (e.g. Pabasa,
    PES, GP)
  • Selective implementation of some national NE
    activities at local level
  • Many IEC materials developed at national
    agencies
  • Copies of IEC materials developed have limited
    availability at local level or for end users

129
CONCLUSIONS
  • Several messages emanating from national
    agencies
  • Messages recalled at local level are limited

130
CONCLUSIONS
  • Presence of NE activities initiated at local
    level
  • Most NE activities are integrated in existing
    programs (health, school curriculum, agriculture,
    PES)

131
CONCLUSIONS
  • Policy instruments
  • Mandates or policies re- NE activities clear at
    national level
  • National policy directives not clearly
    articulated at local level
  • NE activities often not part of NAP at local
    level

132
CONCLUSIONS
  • Enabling mechanisms
  • Inadequate manpower capability to implement NE
    activities at local level (both in number and
    competence) esp. at bgy level)
  • Inadequate funding support for NE activities)
  • Basic nutrition concepts the mainstay of NE
    messages

133
CONCLUSIONS
  • Funding support for NE at local level are
    considered inadequate
  • Other sources of logistical support at local
    level (NGOs, IFIs, private or commercial
    institutions, civic religious organizations,
    etc) are available
  • Facilities, equipment and venue generally
    available at local level

134
CONCLUSIONS
  • Political support or commitment for NE activities
    (or nutrition in general) need strengthening at
    local level
  • Definition of what constitutes nutrition
    education activity not clear-cut at local level

135
Thank You!
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An Assessment of the Implementation of Nutrition Education Program at the National and Local Levels

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Title: An Assessment of the Implementation of Nutrition Education Program at the National and Local Levels


1
An Assessment of the Implementation of Nutrition
Education Program at the National and Local
Levels
  • Department of Food Science Nutrition
  • College of Home Economics
  • University of the Philippines
  • Diliman, Quezon City

2
Project Team
  • Demetria C. Bongga, Ph.D.
  • (Project Leader)
  • Milagros P. Querubin, Ph.D.
  • (Study Leader 1)
  • Ma. Veritas F. Luna, Ph.D.
  • (Study Leader 2)
  • Carleneth P. Fernandez
  • (Study Leader 3)
  • Cecile Leah T. Bayaga, MSN
  • (Study Leader 4)

3
Objectives of the study
  • Describe the key nutrition education programs in
    terms of policy directive, support activities,
    availability of resources

4
Objectives of the study
  • Characterize implementation of nutrition
    education/activities in terms of
  • Level of implementation
  • Forms and usage
  • Target group
  • Messages
  • Channels
  • Key players or sources of messages

5
Objectives of the study
  • Describe the essential enabling mechanism for
    support activities for the implementation of
    nutrition education identified in objective 1.

6
Objectives of the study
  • Determine the strengths, weaknesses,
    opportunities and challenges of nutrition
    education activities/programs.

7
METHODS
8
Conceptual Framework
9
Research Design
  • Descriptive study and made use of
  • qualitative research methodologies
  • In-depth interviews
  • Focus group discussions
  • Records review and inventory checklist

10
Schematic diagram of sampling design
11
Pre-test Areas
  • National Level
  • National Nutrition Council
  • Local Level
  • Province Laguna
  • Municipality Pagsanjan
  • Barangay Lambak, Pagsanjan

12
National Agencies Interviewed
  • Department of Health (DOH)
  • Food and Nutrition Research Institute (FNRI)
  • Department of Social Work and Development (DSWD)
  • Department of Education
  • Nutrition Center of the Philippines (NCP)

13
National Agencies Interviewed
  • Nutrition Foundation of the Philippines (NFP)
  • Helen-Keller International (HKI)
  • Nestle Corporation
  • CODHEND Schools (UP-Los Banos, Benguet State
    University, Centro Escolar University)

14
Provinces Included in the Study
15
Content of questionnaire at the National level
  • What are the existing nutrition education
    activities/programs being implemented?
  • Were there department orders/memos/directives
    issued by these agencies regarding the
    implementation of these activities

16
Content of questionnaire at the National level
  • Who were involved in the planning for such
    activities?
  • Was it a sole initiative of the agency or in
    collaboration with other agencies?

17
Content of questionnaire at the National level
  • What were the sources of the funds to implement
    the activities?
  • What are the available or existing materials
    utilized by these agencies to implement such
    activities?

18
Content of questionnaire at the Local level
  • What were the orders/memos/ directives that
    emanated from the regional agencies regarding the
    implementation of nutrition education activities?
  • What were your actions in response to the
    orders/memos/directives? (it may be through
    issuance of a memo, order or ordinances)

19
Content of questionnaire at the Local level
  • What are the existing nutrition education
    activities/programs being implemented in your
    region? (Province? Municipality/City? Community/
    Barangay?)
  • Does the Region (municipality, community/barangay)
    have the manpower to implement the activity? If
    yes, who implement(s) the nutrition activities?

20
Content of questionnaire at the Local level
  • Does/Do the implementor(s) have the training to
    implement the activity? If yes, what capability
    building activities were undertaken to train
    provincial or city nutrition officers in the
    implementation of such activities? Who initiated
    or funded the capability building activities?

21
Content of questionnaire at the Local level
  • What are the available or existing materials
    utilized to implement such activities?
  • Are there facilities/venues available in your
    region (or province, municipality,
    community/barangay) for the implementation of the
    NE activities?

22
Content of questionnaire at the Local level
  • What types of support were extended to you by the
    municipal/city council (or Barangay Nutrition
    Committee) for the implementation of such
    activities? Please specify the type and nature of
    support provided.

23
Content of questionnaire at the Local level
  • What was the involvement of other sectors (i.e.
    schools, NGOs, business enterprise, civic groups,
    church organizations, private citizens, etc.) in
    the region (or province, municipality,
    community/barangay) during the implementation of
    the NE activities?

24
Content of questionnaire at the Local level
  • Who were the attendees/ participants in the NE
    activities?
  • Who monitors and evaluate the implementation of
    NE activities?

25
Content of questionnaire at the Local level
  • What do you think are the strengths of the
    nutrition education activities/ programs in your
    region (or province, municipality,
    community/barangay)?
  • What do you think are the weaknesses of the NE
    programs/ activities in your region (or province,
    municipality, community/barangay)?

26
Content of questionnaire at the Local level
  • What were the challenges encountered in your
    region (or province, municipality,
    community/barangay) in the implementation of NE
    programs/ activities?
  • How were these challenges addressed?

27
Content of questionnaire at the Local level
  • What opportunities are available for the
    improvement of NE programs/ activities in your
    region (or province, municipality,
    community/barangay)?

28
RESULTS
29
National Level
30
Types of Nutrition Education Activities
Implemented at the National Level
  • Training of implementors and health workers
    DOH, HKI
  • Nutrition counseling and mothers class
    CODHEND, DOH
  • Development of IEC materials CODHEND, DOH,
    DSWD, FNRI, HKI, NCP, NFP
  • Printing of IEC Materials - Nestle
  • Distribution of IEC Materials HKI, DOH

31
Nutrition Topics Imparted by National Agencies
  • Basic nutrition e.g. proper nutrition for the
    different life stages, foundations of good
    nutrition, and meal planning
  • Advocacy on healthy lifestyle and nutrition month
    theme
  • Food processing production
  • Food safety sanitation
  • Others e.g. Nutritional Guidelines

32
Sources of Funds of National Agencies
  • Own agency funds or National government
    allocation
  • International funding institutions UNICEF, WHO,
    USAID, JICA
  • Civic Organization e.g. Zonta Club of Manila,
    Childrens Hour
  • Industry e.g. Nestle, San Miguel, Unilever,
    Wyeth, Colgate-Palmolive

33
Partners of National Agencies in Planning
Nutrition Education Activities
  • Agency and its subunits e.g. DepEd,
    DOH, DSWD, FNRI, NCP
  • Collaboration with other agencies e.g. DOH with
    FNRI/HKI
  • Collaboration with sub-national units e.g. NCP
    with LGUs

34
Partners of National Agencies in Implementing
Nutrition Education Activities
  • LGUs e.g. HKI, NCP, NFP
  • Schools and school teachers e.g. DepEd
  • Local Centers e.g. DSWD
  • Divisions within agencies e.g. DOH, FNRI
  • Other government or agency units e.g. DOH

35
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • DOH Has various banner programs and initiatives
    such as
  • Garantisadong Pambata campaign based on DOH
    Circular 33-C s2001
  • Healthy Lifestyle Promotion through DOH order
  • Food Fortification Campaign is intended to step
    up implementation of the Asin Law enacted in 1995
    and the Food Fortification Act of 2000
  • Food safety program is anchored on the WHO
    guideline on food safety and operationalizes the
    9th message in the Nutritional Guidelines for
    Filipinos

36
Reasons of National Agencies for the Conduct of
Nutrition Education Activities
  • FNRI by mandate it must disseminate nutrition
    information and develop IEC materials
  • DSWD being a member of NNC governing board, it
    assists in the communication of relevant
    nutrition messages

37
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • DepEd intensifies nutrition health education
    in public elementary schools through TCPA (based
    on DECS Memorandum No. 211 series 1991)
  • NCP one of its major thrust is to develop IEC
    materials on health nutrition

38
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • NFP based on the directives of the Board, one
    of these is establishment of nutrition health
    kiddie classes
  • HKI undertakes nutrition education activities
    to enhance the implementation of DOH programs

39
Basis of National Agencies for the Conduct of
Nutrition Education Activities
  • Nestle doesnt implement nutrition education
    activities its role is limited to provision of
    funds for printing of materials
  • CODHEND part of its curriculum (nutrition
    education and practicum)

40
Local Level
41
Types of Nutrition Education Initiatives
  • Integration in existing programs in response to
    national directives
  • Health agriculture, social services
  • Elementary school curriculum
  • Part of the implementation of selected MTPPAN
    programs
  • Special projects of incumbent President

42
Types of Nutrition Education Initiatives
  • Special events
  • Local Initiatives
  • LGU special programs
  • Stand-alone nutrition education activities
  • Specific health and nutrition campaigns
  • Advocacy Activities
  • Orientation and training of support personnel

43
Types of Nutrition Education Initiatives
  • Other forms of nutrition education
  • Broadcast media
  • Development and distribution of IEC materials

44
Characterization of Nutrition Education Activities
45
Integration of Nutrition Education in Health
Services
46
School-based nutrition education
47
Integration of nutrition in agricultural programs
48
Integration of nutrition education in social
services
49
Part of MTPPAN Impact Programs
50
Part of MTPPAN Impact Programs
51
Part of MTPPAN Impact Programs
52
Special Government Project
53
Nutrition Month Celebration
54
Nutrition Month Celebration
55
Local Government Unit Initiatives
56
Local Government Unit Initiatives
57
Local Government Unit Initiatives
58
Local Government Unit Initiatives
59
Advocacy
60
Orientation and training of support personnel
61
Other Forms of Nutrition Education
62
Summary
  • Nutrition education activities in response to
    directives of national agencies involved with the
    MTPPAN.
  • Nutrition education initiatives of LGUs as part
    of local health campaigns or part of a special
    program of the LCE.

63
  • The provincial level provides the directions of
    the nutrition education activities in terms of
    form and focus, planning was done at the
    municipal level but implementation was always at
    the barangay level.

64
  • Provincial level personnel seldom go down to the
    barangay to directly teach the primary target
    groups (e.g. mothers, preschool children, school
    children).
  • Interaction with primary groups only during
    special events (e.g. specific health campaigns,
    Nutrition Month Celebration)

65
  • Frequency of conduct of nutrition education
    activities varies

e.g. Yearly - information dissemination
drive Quarterly or monthly nutrition counseling
during home visits Weekly group lectures to
clients of the health center
66
  • Nutrition education activities were always
    intensified during the Nutrition Month celebration

67
  • Forms of nutrition education
  • Provision of nutrition information during
  • health campaigns
  • Nutrition counseling during home visits
  • Group lectures for mothers of
  • undernourished children and other target
  • groups
  • Distribution of flyers
  • Posting of signages

68
  • Channels used were interpersonal communication,
    print and broadcast media

69
  • Nutrition education activities could be community
    based, school based or health center based

70
  • Nutrition counseling during home visits done by
    BNS and BHWs

Group lectures usually done by midwives or other
guest lecturers from municipal or provincial
offices
71
  • Target group of most nutrition education
    activities was mainly mothers of undernourished
    children
  • Other target groups
  • whole family
  • elderly
  • school children
  • preschool children
  • General public

72
  • High profile nutrition education activities were
    usually part of special events (i.e. Nutrition
    Month, launching of new health and nutrition
    programs)

73
  • Advocacy activities allowed them to get support
    for nutrition programs (i.e. PNAO or MNAO
    informing the LCEs about the result of annual OPT)

74
Nutrition Education Messages
  • Nutrition education messages or topics are often
    related to, in support of or complement nutrition
    activities or projects (i.e. OPT, micronutrient
    supplementation, food production)

75
Messages and Target Groups
76
Mothers of undernourished children
  • Wastong pagkain para sa undernourished na bata
  • Dagdag pagkain para sa sa undernourished na bata
  • Consumption of green leafy vegetables
  • Addition of oil

77
Mothers/Parents
  • Messages related to nutritional care
  • 3 basic food groups
  • Importance of breastfeeding
  • Micronutrient supplementation
  • Significance of Vitamin A
  • Importance of supplementary feeding
  • Use of iodized salt
  • Utilization of products with SPS

78
Mothers/Parents
  • Messages related to improving food availability
  • Income generating projects
  • Backyard gardening
  • Livestock raising
  • Messages related to promotion of health practices
  • Family planning
  • Ligtas buntis
  • Dengue awareness
  • Clean and green
  • Immunization

79
Elderly
  • Different lifestyle diseases
  • Nutrition for the elderly
  • Information on diabetes and how it can be managed

80
School children
  • 3 basic food groups
  • Nutritional Guidelines for Filipinos
  • Use of SPS and Diamond Seal Product
  • Use of iodized salt
  • Proper food choices
  • Vegetable gardening
  • Importance of vitamins and minerals
  • Basic nutrition as related to nutrition month
    theme

81
Preschool children
  • 3 basic food groups
  • Food pyramid
  • Importance of vitamins and minerals

82
Farmers
  • Skills training farming/gardening
  • Food production
  • Nutritious fruits and vegetables

83
Other primary target groups
  • Highschool students
  • - Basic nutrition concepts incorporated in the
    school curriculum and as related to Nutrition
    Month theme
  • College students
  • - Importance of food
  • - Proper food choices
  • - Use of iodized salt
  • - Use of SPS products
  • Out-of-school youth
  • - Basic nutrition

84
Pregnant/Lactating Mothers
  • Nutritional Guidelines for Filipinos
  • 3 Basic Food groups
  • Importance of breastfeeding
  • Importance of colostrum
  • Proper selection of low cost nutritious foods

85
Would-be-couples
  • Importance of breastfeeding
  • Family planning
  • Roles of couples in nurturing a healthy family

86
Hospital personnel
  • Fortified flour utilization
  • Iodized salt and products with SPS utilization
  • Milk Code implementation
  • Baby friendly hospitals

87
Salt producers
  • How to iodize salt
  • Health importance of iodized salt

88
General Public
  • Nutrition Month theme
  • Waste segregation
  • Proper garbage disposal
  • Promotion of Garantisadong Pambata
  • Promotion of iodized salt and SPS products
  • Benefits of iodized salt utilization

89
IEC Materials developed by National Agencies
found at the Local Levels
90
FNRI IEC Materials
91
FNRI IEC Materials
92
NCP IEC Materials
93
HKI IEC Materials
94
HKI IEC Materials
95
DOH IEC Materials
96
DOH IEC Materials
97
Enabling Mechanisms
98
Enabling Mechanisms
  • Manpower Support
  • Capacity Building
  • Physical Facilities
  • Funding Support
  • Political Commitment and Support

99
Key Persons in the Implementation of NE Program
(Provincial Level)
100
Key Persons in the Implementation of NE Program
(Municipal Level)
101
Selection of Key Persons Implementing NE Programs
  • Appointing or Selecting Authority
  • Governor
  • Mayor
  • Head of Local Offices
  • Basis of Selection
  • Educational background Nutritionist
  • Physician
  • Nurse
  • Work experience
  • Choice of Local Chief Executive

102
Roles of Key Persons Implementing NE Programs
(Provincial Level)
  • Coordination of NE activities
  • Advocates for NE activities
  • Echoes and initiates training of local level
    implementors
  • Orients local level implementors on national
    programs that will be implemented at the
    municipal and barangay levels
  • Serves as resource person of nutrition
    information
  • Prepares syllabi for NE in mothers classes

103
Roles of Key Persons (Provincial Level),Winner
v.s. Non-winner
104
Roles of Key Persons Implementing NE Programs
(Municipal Level)
  • Implementor - trainors, resource person,
    counselors, lecturers
  • Plan NE activities
  • Coordinate
  • Monitor
  • Evaluate
  • Advocate

105
Roles of Key Persons ( Municipal Level)Winner
v.s. Non-winner
106
Roles of Support Personnel
107
Capacity Building
108
Trainings on Knowledge enhancement attended by
Key NE Implementors
109
Trainings on Skill-building enhancement attended
by Key NE Implementors
110
Facilities Available for NE Activities
  • Venue government, private and commercial
    establishments spaces
  • AV equipment OHP, LCD, Slide projector, sound
    system, TV, VCD/DVD Player
  • Computer desktop, laptop

111
Sources of Funding
  • LGU allocation
  • NGOs and Religious organizations
  • International Funding Institutions
  • Private Donors
  • Civic organizations
  • Industry and local businesses
  • Local Clubs and Cooperatives

112
Budget Allocation for NE Program Activities
  • 10 to 23 of social development fund used for
    nutrition program
  • Actual cost for NE activities not indicated in
    action plans

113
Political Support
114
Types of Political Support
115
Focus Group Discussions
116
Nutrition Education Activities at Local Levels
  • 1. Stand alone activities
  • Mothers classes
  • Pabasa
  • Bench conferences
  • One-on-one counseling during home visits
  • Teacher-Child-Parent Approach

117
Nutrition Education Activities at Local Levels
  • 2. Integrated into existing programs
  • - Center-based supplementary feeding programs
  • - Pre-marriage counseling
  • - GP campaigns
  • - OPT or growth monitoring
  • - Elementary school curriculum
  • - Milk feeding programs
  • - Parenting Effectiveness Service

118
Nutrition Education Activities at Local Levels
  • 3. Special events
  • - Nutrition month celebration
  • (nutrition quiz, essay writing, radio TV
    guesting,
  • - Patak Day

119
Common Messages Disseminated at Local levels
  • Basic nutrition
  • Eating a balanced diet
  • Preparing nutritious but cheap dishes
  • Importance of breastfeeding
  • Why fortified foods

120
Limitations to Successful Implementation of NE
Activities
  • Lack of or no political support
  • Lack of funds
  • Lack of volunteers/ personnel
  • Inadequate IEC materials
  • Lack of food supplies and nutrient supplements

121
Limitations to Successful Implementation of NE
Activities
  • IEC materials not in the dialect
  • Lack of interest among target clients
  • People have no money to apply what is learned.

122
Recommendations for Improving Implementation of
NE Activities
  • Advocacy among political leaders or LGU
    officials
  • Health and Nutrition program included in DILG
    seminars for new local chief executives
  • Use of multi-media
  • IEC available in the local dialect
  • Make food available in the home through home
    gardening

123
Recommendations for Improving Implementation of
NE Activities
  • Training on nutrition education delivery
  • Adequate IEC materials
  • Training guide for use of trainers and resource
    persons
  • Additional trained manpower support
  • More supplies (food, nutrient supplements)
  • Restore home economics in Dep Ed curriculum.

124
Key roles of NE Implementers
  • Resource person / lecturer
  • Advocate
  • Monitor/supervisor
  • Prepare IEC materials
  • Give advice or counseling (during home/bgy
    visits)
  • Organizing women for classes and other community
    activities.

125
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Knowledge about (or mastery of)
  • Basic nutrition
  • Breastfeeding
  • Proper feeding of young children
  • Different DOH programs
  • The (attributes) of target client

126
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Attitudes
  • Patience
  • Sense of humor
  • Integrity
  • Commitment
  • Confidence to face large groups
  • Friendly, approachable
  • Sincerity
  • Must give time

127
KNOWLEDGE, ATTITUDES AND SKILLSFOR EFFECTIVE NE
IMPLEMENTATION
  • Skills
  • Communication skills
  • Peoples skills
  • Ability to convince or mobilize

128
CONCLUSIONS
  • Types of NE activities
  • A number of NE activities or programs are
    initiated at the national level (e.g. Pabasa,
    PES, GP)
  • Selective implementation of some national NE
    activities at local level
  • Many IEC materials developed at national
    agencies
  • Copies of IEC materials developed have limited
    availability at local level or for end users

129
CONCLUSIONS
  • Several messages emanating from national
    agencies
  • Messages recalled at local level are limited

130
CONCLUSIONS
  • Presence of NE activities initiated at local
    level
  • Most NE activities are integrated in existing
    programs (health, school curriculum, agriculture,
    PES)

131
CONCLUSIONS
  • Policy instruments
  • Mandates or policies re- NE activities clear at
    national level
  • National policy directives not clearly
    articulated at local level
  • NE activities often not part of NAP at local
    level

132
CONCLUSIONS
  • Enabling mechanisms
  • Inadequate manpower capability to implement NE
    activities at local level (both in number and
    competence) esp. at bgy level)
  • Inadequate funding support for NE activities)
  • Basic nutrition concepts the mainstay of NE
    messages

133
CONCLUSIONS
  • Funding support for NE at local level are
    considered inadequate
  • Other sources of logistical support at local
    level (NGOs, IFIs, private or commercial
    institutions, civic religious organizations,
    etc) are available
  • Facilities, equipment and venue generally
    available at local level

134
CONCLUSIONS
  • Political support or commitment for NE activities
    (or nutrition in general) need strengthening at
    local level
  • Definition of what constitutes nutrition
    education activity not clear-cut at local level

135
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