Hygiene Promotion - IRC International Water and Sanitation Centre

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The more effective programmes specify what they do (activities, capacity building), withwhom (the different groups in the communities), for what purposes (short and long termobjectives and the possibilities to demonstrate their achievement), with what means (staffand staff composition and capabilities, time, funds and physical infrastructure) and in whichenabling context (organisational policies, structure, culture, management), how (with whichmethods, tools and techniques in implementation, training, materials development andtesting), and to what effects (demonstrated immediate outputs and outcomes as well aslonger-term results and impacts). Figure 4 (next page) gives a summary of the componentsin evaluating a hygiene promotion project or programme.4.6 Inputs, duration and achievable outputsInputsThe basic inputs for hygiene promotion programmes that focus on demonstrableeffectiveness include not only hygiene promotion workers and their materials, but also asubstantial research component or if so wanted, assessments using visual participatorymethods. They are carried out at the start for planning and continues for adjustments.Other substantial inputs in general hygiene promotion programmes are for designing,testing the materials with the different target groups, and the costs of the media anddevelopment of materials.Hygiene promotion programmes further need support from staff who have the rightattitudes and skills for helping people to organise representative and influential communitygroups and who can build these groups’ planning and management capacities. Moreover,in many cultures there are great advantages in having a mix of both sexes and age groups:female adolescents and women to work with their peers among women, and similar malesto work with different groups of men. Such persons are not always easy to find. However,also people other than health workers can become facilitators. Programmes in Bolivia,Niger and Guinea-Bissau trained teachers, community leaders, community developmentworkers, NGO workers and agricultural extension workers of different sexes.http://www.lboro.ac.uk/well/resources/%23%23fact-sheets/fact-sheets-pdf/shb.pdf28 Hygiene promotion
IIIIIIIVVInputsProcOutpEffectiImpaesseutsvenesctsIV-aQuality ofprocessIV-bDirectresultsIV-cSustI-aActivitiesI-bMaterials andequipmentI-cFinancialInputs (Costs)Shaded box =VICost-effectiveness = I-c + IV-a/b/c or VFigure 4. Position of cost-effectiveness analysis in the overall structure of a hygienepromotion interventionStaff will usually need a capacity-building programme of their own to get the right blend ofskills, attitudes and knowledge. Short-term training programmes and easily accessible doit-yourselftraining materials, such as Happy, Healthy and Hygienic (Curtis & Kanki, 1998)provide a way to update capabilities.Training apart, hygiene promoters can gain a lot from cross-fertilisation in periodic reviewmeetings, workshops and e-conferences. The mix of skills to be developed iscomprehensive: community organisation; management; hygiene and health; participatoryplanning; monitoring and evaluation methods and tools; basic hygiene technology; andsensitivity and skills for achieving gender and social equity. As hygiene promotion catcheson, there are more and more resource centres able to help with the skills developmentIRC International Water and Sanitation Centre 29
Page 2: Please note that the TOPs are a web
Page 7 and 8: 1. Hygiene PromotionWhat do you kno
Page 9 and 10: 2. Why hygiene promotion matters2.1
Page 11 and 12: • The costs of inaction can be hi
Page 13 and 14: 3. Learning from experiences and re
Page 15 and 16: • Hygiene Improvement Framework (
Page 17 and 18: groups, and facilitators of partici
Page 19 and 20: The diagrams are taken from McKee
Page 21 and 22: • Food, utensils and food prepara
Page 23 and 24: Guides for developing hygiene promo
Page 25 and 26: • What may prevent this change in
Page 27 and 28: areas, slabs and sanplats for latri
Page 29: often not taken seriously and their
Page 33 and 34: over for reasons of hierarchy, e.g.
Page 35 and 36: 5. Case studiesOn the following pag
Page 37 and 38: The Project recognises the importan
Page 39 and 40: almost all cases been exceeded, as
Page 41 and 42: skin diseases, HIV/AIDS and tubercu
Page 43 and 44: understanding of the importance of
Page 45 and 46: councils (JSCs) are associations of
Page 47 and 48: o through a schools programme, with
Page 49 and 50: outputs and outcomes are focused mo
Page 51 and 52: Harvey, Eric, Shadrack Dau, Alana P
Page 53 and 54: programmes more effective. The obje
Page 55 and 56: scale. Comparison is on approach, l
Page 57 and 58: Hygiene Behaviour Network, in Globa
Page 59 and 60: WHO - World Health Organizationhttp
Page 61 and 62: Tel: (703) 247-8730Fax: (703) 243-9
Page 63 and 64: Manila, PhilippinesTel: +632 911-57
Page 65 and 66: TOP Courses and conferencesCREPA, B
Page 67 and 68: TOP ReferencesBoot, Marieke T. and
Page 69 and 70: TOP Quiz on Hygiene PromotionTry it
Page 71 and 72: Question 4All the interventions wil
Page 73 and 74: Then you may decide that this paper
Page 75 and 76: Appendix 1. Hygiene promotion manua
Page 77 and 78: 2. Target specific audiences.These
Page 79 and 80: Appendix 4. WASH facts and figures1
Page 81 and 82:
Research)18: (IHE Newsletter, Janua
Page 83 and 84:
Appendix 6. Preventive measuresMeas
Page 85 and 86:
Appendix 8. Some key objectives for
Page 87 and 88:
Appendix 9. Participatory tools and
Page 89 and 90:
Appendix 10. The PHAST approachFor
Page 91 and 92:
Planning techniques are used to sim
Page 93 and 94:
While sensitive topics are often be
Page 95:
About IRCIRC facilitates the sharin
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