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Lec#4.A Framework For NE Program

The document outlines a framework for developing effective nutrition education programs. It discusses identifying relevant nutrition issues and target groups, selecting appropriate settings, and using a variety of methods. It also describes a three-phase process for program implementation including decision making, development, and dissemination.

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yasir aziz
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7 views7 pages

Lec#4.A Framework For NE Program

The document outlines a framework for developing effective nutrition education programs. It discusses identifying relevant nutrition issues and target groups, selecting appropriate settings, and using a variety of methods. It also describes a three-phase process for program implementation including decision making, development, and dissemination.

Uploaded by

yasir aziz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Nutritional Education & Awareness

Abbottabad University of Science and Technology


Food and Nutrition 6th Spring Semester-2024
By Mr. Yasir Aziz (Lecturer)
A Framework for Nutrition Education Programmes
• Nutrition education programmes should be based on an analysis of four major
integrated elements: the nutrition issues; the target groups; the setting; and the
methods.
Nutrition issues:
• The starting point for this framework is the identification of nutrition issues of
particular relevance to population sub-groups using dietary intake and nutritional
status data obtained by regular national monitoring and surveillance; environmental
and psychosocial health indicators; and the population groups' own perceptions of
their abilities.
Target groups:
• Primary Target Groups: Assessing the nutritional issues of population sub-groups
will lead to the identification of appropriate primary target groups.
Cont.
• Taking a life-cycle approach can be one way of ensuring that developmental needs
are considered while the needs of a whole population are assessed.
• It has been suggested that the first stage would focus on pre-birth and birth, the
maternal and infant stage of life.
• The second stage would be childhood followed by adolescence when there are
different developmental and social needs.
• Also, the adult and family stages may be differentiated from the later stage of life.
• Secondary Target Groups: The people who will be responsible for or asked to
reach the primary target group need to be identified. These individuals can include
health workers, teachers, agriculturists, journalists, child-care workers, village
volunteers and others.
Cont.
• Tertiary Target Groups: Those people who are able to facilitate or support
nutrition education initiatives form a tertiary target group. They may include
decision makers at all levels such as politicians and administrators. This group
may include influential community or religious leaders as well.
Settings: Settings can include primary health care services, local communities
and villages, schools and day care, work-places, social organizations, religious,
cultural or sports groups, and retail and commercial settings (for instance, street
vendors, markets, cafeterias and shops). Settings should be identified to provide
the greatest access to the target group. They should have the potential for
organizational change to encompass nutrition issues.
Cont.
Methods: A range of methodologies (for instance, face-to-face methods, mass-
media use and participatory methods) need to be considered in the design,
development, implementation and evaluation of the programme to ensure changes
in individuals and organizations, as well as changes in the economic and overall
programme environment. Finally, these four programme elements must always be
supported by training, management and evaluation.
The implementation process:
A three phase process was proposed,
• Phase 1. Decision: In this phase, programme planners are urged to consider
carefully whether nutrition education is the best approach to solving a problem.
Nutrition education is a viable policy option when the food which is available is
not providing optimal benefits.
Cont.
• If this is the case, several questions should be asked: Can nutrition education be
done?
• Are there sufficient financial and material resources? Are there enough skilled
people to manage the programme?
• The importance of advocacy in this initial phase was stressed. It cannot be
assumed that decision makers will readily appreciate the value of nutrition
education and the benefits of programme may have to be promoted to obtain the
appropriate support.
• Phase 2. Development: The three steps in this phase are assessment, analysis and
creative action. Data collection is required to assess the determinants of the
nutrition problem and contextual information.
Cont.
• Analysis of this data provides a better understanding of the target group their
relationship to their food supply and the factors which influences their behavior. It
should lead to decisions about methods and settings. The creative action steps
include planning and implementation based on analysis. The creative action step
can be enriched by using a multi-disciplinary team and involving the target group.
• Phase 3. Dissemination: Usually, national or large scale programmes are
implemented only after a pilot programme. For a pilot programme to be
successfully expanded this phase must be supported by two interactive elements:
management and monitoring and evaluation.
• Finally it is important to publicize the successes of the programme so that the
benefits of nutrition education will be recognized and future work will be
supported.

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