WASH’ Nutrition

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PROGRAMMATIC resources © B. Stevens/i-Images for Action Against Hunger 138 <strong>WASH’</strong>NUT A practical guidebook
PROGRAMMATIC resources <strong>WASH’</strong>NUT A practical guidebook 139
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WASH’ Nutrition A practical guide
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WASH’Nutrition A practical guideb
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Table of Contents STATEMENT ON COPY
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ACKNOWLEDGEMENTS This guidebook has
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FOREWORD Undernutrition remains a s
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LIST OF BOXES BOX 1: Design charact
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NCD NGO NTD NTU ORS PEFSA V PHAST P
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The basics of undernutrition and WA
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1. DEFINING undernutrition Defined
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2. the main causes of undernutritio
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Chronic undernutrition impairs chil
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of undernutrition, the global probl
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The CMAM approach has four componen
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6. Global trends in undernutrition
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Today, the world’s attention is t
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Linking nutritional outcomes with t
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1. nutritional status and the WASH
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Figure 8: Median age-specific incid
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3. CONTRIBUTING WASH-related diseas
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Figure 12: The F-diagram - Fecal-or
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KEY MESSAGES Chapter 2 Despite not
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WASH’Nutrition strategy WASH’Nu
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1. Aligning WASH and Nutrition prog
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assessment, programme design and/or
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pile sorting 89 or focus group disc
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2.3. Formulation and financing of i
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Table 5: Common barriers and challe
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3.1. Why targetiNG children, pregna
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4. emphasis on behaviour change PIL
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4.2. Barrier analysis Barrier Analy
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4 Signing memorandum of understandi
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Table 8: WASH minimum package for h
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In remote regions, where infrastruc
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Table 10: WASH Minimum package for
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Better alignment and integration al
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integratING activities at different
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1. at the individual and household
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Figure 17: Allocate a protected spa
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BOX 9: Five CRITICAL times for hand
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1.7. Household water treatment and
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Food hygiene implies maintaining pr
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1.10. monitoring of HOUSEHOLD WASH
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2.1. Community access to WASH for i
Page 87 and 88: 2.3. Community engagement in safe e
Page 89 and 90: Sanitation marketing (SM) uses comm
Page 91 and 92: Table 12: WHO definition of environ
Page 93 and 94: BOX 13: Reducing animal waste conta
Page 95 and 96: 3. AT INSTITUTIONAL LEVEL (HEALTH C
Page 97 and 98: EXAMPLE FROM THE FIELD 14 Improvin
Page 99 and 100: EXAMPLE FROM THE FIELD 15 Improvin
Page 101 and 102: 3.4. WASH and nutrition in schools
Page 103 and 104: enefit when the main vectors for di
Page 105 and 106: Figure 23: Holistic approach to WAS
Page 107 and 108: 5. Integrating interventions in eme
Page 109 and 110: Figure 24: DRM cycle, continuum and
Page 111 and 112: Promoting breastfeeding (and other
Page 113 and 114: 3) Hygiene promotion Hygiene promot
Page 115 and 116: Key messages on aligning WASH and N
Page 117 and 118: Monitoring and evaluation of integr
Page 119 and 120: 1. Monitoring integrated activities
Page 121 and 122: WASH Key indicators 1 Diarrhea prev
Page 123 and 124: © ACF Chad, 2016 Picture 11: Monit
Page 125 and 126: MOVING TOWARDS UPTAKE WASH’Nutrit
Page 127 and 128: 1. OPERATIONAL RESEARCH Beyond the
Page 129 and 130: Southampton University The Universi
Page 131 and 132: WASHplus Since 2010, the USAID-fund
Page 133 and 134: Table 16: Advocacy tools for promot
Page 135 and 136: LEARN MORE A follow-up document to
Page 137: Canada, the European Union, France,
Page 141 and 142: 1. PROGRAMMING EXAMPLE OF AN INTEGR
Page 143 and 144: 2. IDENTIFICATION MIRA (Multi-secto
Page 145 and 146: 3. FORMULATION EXAMPLE OF A WASH’
Page 147 and 148: EXAMPLE OF A WASH’Nutrition PROJE
Page 149 and 150: 4. FINANCING EXAMPLE OF A WASH’Nu
Page 151 and 152: 5. IMPLEMENTATION AND MONITORING ho
Page 153 and 154: 6. EVALUATION Examples of WASH’Nu
Page 155 and 156: WASH’Nutrition A practical guideb
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WASH’ Nutrition

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