Module 4

Phase 1 of NPM: Plan Preparation and Adoption 1
PHASE 1 OF NPM:
PLAN PREPARATION AND ADOPTION
As a nutrition worker, you are the prime mover of nutrition improvement in your local
government unit (LGU). Hence, your role should not stop in learning and appreciating concepts
and principles of nutrition program management (NPM). You should strive to be a champion in
pursuing the realization of each step of NPM together with the local nutrition committee (LNC)
and the whole community.
In the previous modules, you

learned the legal framework
of NPM, the function of key
actors and committees on
nutrition and the key concepts
of situating NPM in the LGU’s
planning, investment, and
budgeting framework. In this
module, Phase 1 of NPM is
focused. The first part of the
module deals with the
definition and steps of local Figure 4.1. Nutrition workers from the National Capital Region
nutrition planning and its planning a nutrition intervention.
importance to LGUs. This is followed by a discussion of nutrition assessment to describe the
nutrition situation of the community as basis for setting goal and objectives.
Selection of interventions, preparation of the detailed plan of operation, designing monitoring

and evaluation system, and packaging and adopting the plan are also included in Phase 1. After
completion of module 4, you are expected to learn more on the following processes:
(a) assessment of the nutrition situation in your locality, (b) formulation of goals and objectives,
(c) identification and prioritization of nutrition interventions, (d) designing of nutrition
programs, (e) preparation of work plan/operational plan, (f) designing of monitoring and
evaluation system, (g) financing and packaging of the LNAP, (h) ensuring the sustainability of
the LNAP and nutrition interventions, and (i) integrating nutrition considerations in sectoral
plans.

These are exercises will help you better understand the module. The final output of this module
through the exercises is a draft LNAP for your locality. The exercises are shown below:
Exercise Title
4.1 Complete the Tables

A. Understand First 1000 Days in your locality
B. Answer the 8 guide questions based on the data in your
municipality
4.2 Complete the Modified Problem Tree
4.3 Develop Outcome and Sub-outcome Objectives
4.4 Selecting Interventions
4.5 Development of a Work Plan
4.6 Costing of Nutrition Programs
4.7 Resource Mobilization Strategy
4.8 Preparing Monitoring and Evaluation Plan
4.9 Your DRAFT LNAP

TABLE OF CONTENTS
Lesson Title Page
1 Familiarizing with the Activities of NPM 9
2 Assessing the Nutrition Situation 15
3 Setting Goals and Objectives 30
4 Identifying Nutrition Interventions 34
5 Formulating the Work Plan 40
6 Financing the Work Plan 42
7 Designing a Monitoring and Evaluation Plan 50
8 Packaging and Adopting the LNAP 56
9 Understanding Sustainability 58
Exercise
4.1 Complete the Tables 24
A. Understand First 1000 Days in your locality
B. Answer the 8 guide questions based on the data in your 26
municipality
4.2 Complete the Modified Problem Tree
29
4.3 Develop Outcome and Sub-outcome Objectives 33
4.4 Selecting Interventions 39
4.5 Development of a Work Plan 41
4.6 Costing of Nutrition Programs 41
4.7 Resource Mobilization Strategy 46
4.8 Preparing Monitoring and Evaluation Plan 55
4.9 Your DRAFT LNAP 57

LIST OF TABLES
Table Title Page
4.1 Summary of Activities in the Phase 1 of the NPM Cycle 10

4.2 Suggested Activities/Meetings and Expected Outputs of 14
LNC or LCPG Nutrition
4.3 Types of Nutritional Assessment 16
4.4 Stages for the Development of Nutritional Deficiency and 16
Methods Used for Assessment
4.5 Guide to Answering the Eight Questions on Nutrition 17
Situation Assessment
4.6 Selected Indicators of Care and Services during the First 22
1000 Days of Life and Sources
4.7 Nutrition-specific programs of PPAN 2017-2022 35
4.8 Nutrition-sensitive programs of PPAN 2017-2022 37
4.9 Sample Work Plan 40
4.10 Summary of Salient Points of Monitoring and Evaluation 50
4.11 Identification of Indicators for Monitoring and Evaluation 52
4.12 Key Areas of Sustainability 58

LIST OF MATRIX/BOX
Matrix Title Page
4.1 Annual Investment Plan (AIP) 45
Box
4.1 Outline for the three-year LNAP(a) 12
4.2 General outline and checklist of a project proposal 46
4.3 Outline for the three-year LNAP(b) 56
LIST OF FIGURES
Figure Title Page
4.1 Nutrition workers from the National Capital Region 2

planning a nutrition intervention
4.2 Phase 1: Plan Preparation and Adoption of the NPM cycle 10
4.3 Sample of a Modified Problem Tree of Stunted Children 24
0- 59-month-old
4.4 Infographics of Objectives (SMART) 32
4.5 Sample of assessing an objective 32
4.6 An example of a modified problem tree with goals, general, 33
and specific objectives
4.7 PPAN 2017-2022 Program Framework 34

ACRONYMS
ADB Asian Development Bank
AIP Annual Investment Program
AusAID Australian Agency for International Development
BHS Barangay Health Station
BNS Barangay Nutrition Scholar
BPI Bureau of Plant Industry
CBMS Community-Based Monitoring System
CDP Comprehensive Development Plan
D/CNPC District/City Nutrition Program Coordinator
DA Department of Agriculture
DepEd Department of Education
DILG Department of the Interior and Local Government
DOH Department of Health
DOLE Department of Labor and Employment
DP Development Partner
DRRMO Disaster Risk Reduction and Management Office
DSWD Department of Social Welfare and Development
DTI Department of Trade and Industry
ELA Executive Legislative Agenda
EU European Union
F1K First 1000 Days Program
FAO Food and Agriculture Organization
FGD Focus Group Discussion
FHSIS Field Health Service Information System
FNRI Food and Nutrition Research Institute
GAD Gender and development
GTZ German Technical Cooperation
HKI Helen Keller International
JICA Japan International Cooperation Agency
LCE Local chief executive
LDIP Local Development Investment Program
LDRRMO Local Disaster Risk Reduction and Management Office
LFC Local Finance Committee
LGU Local government unit
LIPH Local Investment Plan for Health
LNAP Local Nutrition Action Plan
LNC Local Nutrition Committee
LPCG Local planning core group
LWUA Local Water Utilities Administration
M&E Monitoring and Evaluation
MAD Minimum Acceptable Diet
MDD Minimum Dietary Diversity

MELLPI Monitoring and Evaluation of Local Level Plan Implementation
MMF Minimum Meal Frequency
MNC Municipal Nutrition Committee
MNP Micronutrient powder
MOOE Maintenance and Other Operating Expenses
MUAC Mid-Upper Arm Circumference
NAO Nutrition Action Officer
NDHS National Demographic and Health Survey
NGA National Government Agency
NGO Non-Government Organization
NGW Non-government worker
NNC National Nutrition Council
NNS National Nutrition Survey
NPM Nutrition Program Management
P/C/MDC Provincial/City/Municipal Development Council
P/C/MNAO Provincial/City/Municipal Nutrition Action Officer
P/MNAP Provincial/Municipal Nutrition Action Plan
PCA Philippine Coconut Authority
PDPFP Provincial Development and Physical Framework Plan
PHO Provincial Health Officer
PNC Provincial Nutrition Committee
PPAN Philippine Plan of Action for Nutrition
RHU Rural Health Unit
RUSF Ready-to-use supplementary food
RUTF Ready-to-use therapeutic food
SALINTUBIG Sagana at Ligtas na Tubig sa Lahat
SB Sangguniang Bayan
SLPBC Synchronized Local Planning and Budgeting Calendar
SMART Specific, Measurable, Achievable, Realistic, Time-bound
SP Sangguniang Panlalawigan
SUC State Universities and Colleges
TT Tetanus toxoid
UNDP United Nations Development Programme
UNICEF United Nations Children's Fund
USAID United States Agency for International Development
WB World Bank
WFP World Food Programme
WHO World Health Organization

LESSON 1
Familiarizing with the Activities of NPM
After completing Lesson 1, you should be able to:
1. enumerate activities included in nutrition planning;

2. explain the importance of plan preparation; and
3. identify key outputs required of each activity in the planning process.
The Concept of Planning

Planning is deciding in advance what needs to be done to achieve nutrition goals and
objectives. Planning of your nutrition program is important because you need to:
1. Determine integrated,
synchronized, coordinated, and
focused actions for nutrition
improvement;
2. Promote sectoral, community and
private sector involvement;
3. Allocate budget and other
resources;
4. Ensure efficient and effective
utilization of resources;
5. Minimize negative impact of other
development programs on
nutrition;
6. Prevent overlaps and duplication
during program implementation;
7. Link nutrition with local
development planning and
budgeting; and
8. Provide the LNC with a guide for
implementing nutrition projects,
evaluating efforts, and generating
resources.

The Planning Phase of the NPM Cycle
Figure 4.2. Phase 1: Plan Preparation and Adoption of the NPM Cycle.
The first phase of the NPM cycle is Plan Preparation and Adoption (Figure 4.2)
Activities in the Planning Phase of the NPM Cycle

Table 4.1 below presents the summary of activities that you need to do under the planning
phase of the NPM Cycle.
Table 4.1. Summary of Activities in the Phase 1 of the NPM Cycle.
Task Specific Activities
1. Mobilization of LNC Activates LNC or LCPG on nutrition composed of NAO
or local planning core and representatives from planning office, agriculture,
group (LPCG) on health, social welfare, Department of Education (DepEd),
nutrition Department of the Interior and Local Government (DILG),
Non-Government Organizations (NGOs), and budget office.

Task Specific Activities
2. Assessment of Answers the guide questions in conducting nutrition situation
nutrition situation assessment such as:
1. What forms of malnutrition exist?
2. How many are malnourished?
3. Who are the malnourished?
4. Where are the malnourished?
5. What are the causes of malnutrition?
6. What have been done to address malnutrition? How
effective have these been?
7. What resources are available to address malnutrition?
8. What constraints could affect the implementation of
nutrition interventions?
3. Setting of goals and Determines expected reduction in malnutrition based on
objectives modified problem tree, trends, and higher-level goals:
1. Define and agree on goals and objectives.
2. Identify priority nutrition problems.
3. Identify areas for complementation and integration of the
goals and objectives contributing to higher level Philippine
Plan of Action for Nutrition (PPAN) and other
comprehensive plans.
4. Identification and Identifies and prioritizes interventions:
prioritization of 1. Identification of interventions based on the nutrition
nutrition problem and its causes.
interventions 2. Setting of prioritization criteria.
3. Rating of projects.
4. Ranking of projects.
5. Selection of intervention or group of interventions.
5. Preparation of work Formulates the details of the work and financial plan
plan or operational including targets, interventions, duration, resources needed.
plan
6. Designing of Prepares the monitoring and evaluation plan as part of the
monitoring and operational plan.
evaluation plan
7. Plan packaging Packaging of the Local Nutrition Action Plan (LNAP) for
submission to different stakeholders; prepares the write-up.
8. Legislation/adoption Include strategies for adoption of LNAP at the local level as
and resource well as financing; submits to the planning office for
allocation integration into the local planning and budgeting
instruments; the Provincial Development and Physical
Framework Plan (PDPFP), the Comprehensive Development
Plan (CDP), Local Development Investment Program (LDIP),
and the Annual Investment Program (AIP).

The LNC and Planning
The LNC is responsible for planning nutrition programs and preparing the LNAP depending on
the unique situation of each LGU. The output of local nutrition planning is the three-year LNAP.
The LNC also serves as the local nutrition cluster during periods of disaster and emergencies per
NNC Governing Board through Resolution No. 1 Series 2009. With this, the LNAP should also
include activities focusing on preparing and managing the food and nutrition situation in times
of disaster and emergencies (A separate module on nutrition in emergencies is available).
The sample outline for the three-year LNAP is presented in Box 4.1a. Budgetary requirement is
included in the preparation of plan of operation.
Box 4.1. Outline for the three-year LNAP(a).
The (Year to Year) Provincial/City/Municipal Nutrition Action Plan
Province/City/Municipality of ___________
1. Cover Page with Logo of the LGU

2. Table of Contents
3. Acronyms
4. Message from the Provincial Governor/Mayor as Chairperson of the Provincial/Municipal/City
Nutrition Committee
5. Message from the Vice-Chairperson of the Provincial/Municipal/City Nutrition
Committee (as applicable)
6. Provincial/Municipal/City Nutrition Committee Resolution Adopting the LNAP 2020-2022
Chapters of the LNAP

I. Introduction
II. Vision and Mission
III. Provincial/Municipal/City Nutrition Situation Analysis
IV. 2022 Outcome Targets
V. The LNAP 2020-2022 Projects
VI. The LNAP Implementation Plan
VII. Estimates of Budgetary Requirements
a. Table 1. Summary of Three-Year Budgetary Requirements by Program, 2020-2022
b. Table 2. Summary of Budgetary Requirements by Program, Project, by Year
c. Table 3. Summary of Budget Estimates, Funded (with Fund Source) and Unfunded by
Program, Projects, 2020-2022
VIII. Resource Mobilization Strategy
IX. Arrangements for Organization and Coordination
X. Monitoring and Evaluation Scheme
Annexes: Nutrition in Emergency Plan, Directory of the Local Nutrition Committee, Project Briefs
Mobilization for Planning

Mobilization means bringing members of the LNC together under the leadership of the local
chief executive (LCE) to formulate the LNAP. The NAO is expected to coordinate the planning
activities. In case the LNC has many members, a local planning core group (LPCG) for nutrition
could be organized to make the planning process manageable prior to approval of plan of the
whole LNC.
The members of the LPCG for nutrition are the following:
a. Head of the Planning and Development Office;
b. Head of the Budget Office;
c. Heads of local sectoral offices involved in delivering nutrition and related services such as
the Health Office, Agriculture Office, Social Welfare and Development Office, Disaster Risk
Reduction and Management Office (DRRMO), Gender and Development (GAD) Office,
representatives from the Department of Education (DepEd) and NGOs implementing social
development projects that benefit many of the nutritionally at-risk or affected groups and
communities; and
d. Committee Chairperson on Health of the Sanggunian.
Suggested Activities/ Meetings and Expected Outputs

of LNC or LPCG for Nutrition
The LNC or the LPCG for nutrition can formulate the LNAP together during consultation or
planning meetings. The LNC should also ensure that the LNAP includes programs or project
activities for disaster preparedness and management. The part on the nutrition management in
emergencies and disasters of the LNAP, in turn, should be incorporated in the local disaster
preparedness plan.
Table 4.2 presents the suggested series of meetings/activities in formulating the plan. The
number of meetings will depend on the decision of the LNC or LPCG for nutrition and that they
can make their own schedule of meetings.

Table 4.2. Suggested Activities/Meetings and Expected Outputs of LNC or LCPG for Nutrition.
Activity Output/s
1. LNC planning meeting a. Decisions and agreements on the planning process, i.e.,
No. 1 activities to be done and by whom, timetable of activities,
resources needed, and sources.
b. Organization of LPCG on nutrition.
c. Organization of planning secretariat.
2. Situational analysis (may a. Draft situational analysis to describe the nature and
be done by a team magnitude of nutrition problems, past performance of
organized for the nutrition plan implementation, assessment of available
purpose). resources.
b. Recommendations for overall directions for the plan.
c. Draft plan objectives.
3. LNC planning meeting a. Validation and approval of the results of the nutrition
No. 2 situation analysis.
b. Agreement on priority problem, areas and target groups,
specific strategies.
c. Initial agreements on key programs and projects.
d. Draw up details of the agreed programs and projects.
e. Additional tasks to be done, if any.
4. LNC/LPCG for nutrition Draft plan (includes outcome targets, scheme for monitoring
to be complemented by and evaluation, budget, local agency or NGO in charge) for
individual assignments each of the programs and projects initially agreed upon by
or consultation with key the LNC.
personalities/actors
5. LNC planning meeting a. Approval of draft plan.
Nos. 3 and 4 b. Additional task to be done, if any.
6. Integration of all Finalized LNAP (write-up with supporting tables and figures,
comments of LNC if needed).
members in planning
meetings, usually by the
Provincial/City/Municipal
Nutrition Action Officer
(P/C/MNAO)
7. LNC planning meeting a. Approval of the LNAP by way of LNC resolution.
No. 5 b. Plans for presentation to the P/C/MDC, and Sangguniang
Panlalawigan (SP) or Sangguniang Bayan (SB).

LESSON 2
Assessing the Nutrition Situation
1. define nutrition assessment and explain its scope;

2. explain the questions that will guide the LNC in describing the nutrition situation of the
province/city/municipality;
3. identify the kind and sources of data used in nutrition situation assessment;
4. assess nutrition situation of your LGU; and
5. analyze nutrition situation using the modified problem tree.
The Concept of Planning

Once the LNC has been organized and mobilized, the next step in plan preparation and
adoption is nutrition assessment.
1. Using the following, you may assess the status of nutrition in your locality:
a. What forms of malnutrition exist?

b. How many are malnourished?
c. Who are the malnourished?
d. Where are the malnourished?
e. What are the causes of malnutrition?
f. What had been done to address malnutrition? How effective have these been?
g. What resources are available to address malnutrition?
h. What constraints could affect the implementation of malnutrition interventions?
2. Nutritional assessment should be done to establish the forms of malnutrition existing in

your locality. This is the process of collecting, processing, analyzing, and interpreting data
on the nutrition problem obtained from anthropometric, biochemical, clinical, and dietary
assessment methods.
3. There are four methods of nutritional assessment which can be used in assessing the
nutrition situation (Table 4.3). Most of these methods, however, are not generally done at
the local level except for anthropometric method:

Table 4.3. Types of Nutritional Assessment.
Nutritional
Description
Assessment
This is the measurement of the physical dimensions and gross
composition of the body. It provides a profile growth or a change
Anthropometric
in body size over time. This is the most common method used in
method
assessing nutritional status. Examples are measuring the weight
or height of a person.
This is the measurement of nutrients or their metabolites in the
Biochemical method body. Results of this method can reflect body levels of specific
nutrient. It is performed usually on blood or urine samples.
It is the examination of the superficial epithelial tissues, especially
Clinical method the skin, eyes, hair or in organs near the surface of the body (e.g.,
parotid and thyroid glands).
This is the gathering of important information on nutrient intake
levels and sources of nutrients. It determines inadequacy of
Dietary assessment
dietary and/or nutrient intake, either because of primary or
secondary deficiency.
4. You can assess the level of progression of nutritional deficiencies as reflected by extended
period of food inadequacy by using different nutritional assessment methodologies.
The first stage of any nutritional deficiency (inadequate food intake) is identified by dietary
assessment methods while the second (depletion in tissue stores) and third stages (body
fluid level depletion) are assessed using biochemical tests. Anthropometric and
biochemical methods are used to assess signs and symptoms during the advanced stages of
nutritional deficiency (Table 4.4).
Table 4.4. Stages for the Development of Nutritional Deficiency and Methods Used for
Assessment.
Stage Depletion Stage Method(s) Used
1 Dietary inadequacy Dietary
2 Decreased level in reserve tissue store Biochemical
3 Decreased level in body fluids Biochemical
4 Decreased functional level in tissues Anthropometric/Biochemical
5 Decreased activity in nutrient-dependent Biochemical
enzyme
6 Functional change Behavioral/Physiological
7 Clinical symptoms Clinical
8 Anatomical sign Clinical

5. Nutrition assessment aims to:
a. Identify nutrition problems, groups affected, areas affected, and causes;
b. Assess past experiences in implementing nutrition programs and projects and describe
successes and identify room for improvement of efforts to address nutritional
problems; and
c. Assess available resources and constraints.
6. Results of the situational analysis will be essential in:

a. Deciding the objectives, mix of interventions to pursue, priority target groups and
areas;
b. Setting basis for M&E;
c. Formulating appropriate policies and nutrition/development interventions responsive
to the problems and needs identified; and
d. Providing information to motivate LCEs, the community, partners, other stakeholders,
and the public.
Collecting and Analyzing Data

A. Eight Guide Questions on Nutrition Assessment
A wide range of information and data can be collected to answer the guide questions in
conducting the nutritional assessment. The data needed for assessment can be collected from
different sources.
Table 4.5 shows the guide for answering the questions although these should not limit the
identification of answers.
Table 4.5. Guide to Answering the Eight Questions on Nutrition Situation Assessment.
Data to be collected and
Guide Question Possible Sources
suggested analysis
1. What forms of • Nutritional status (weight, Local Health Office
malnutrition exist? length/height and MUAC) of
preschool and school children; Local Nutrition Office
What forms of malnutrition
• Nutritional status (weight and DepEd
height) of pregnant and lactating
women, adolescents, and older
persons
• Cases of deficiencies in Vitamin
A, iron, and iodine
• Infants with low birth weight

suggested analysis
• Compare it with previous years
and identify the most prevalent
form
• Get the average then rank
2. How many are • Actual number Local Health Office
malnourished: • Prevalence (%) e.g., number of 0- Local Nutrition Office
Is the prevalence if <5 years old children/total
underweight children number of 0-<5-year-old children
higher in boys? Or in girls? (or get the average)
At what are and age • Compute the prevalence of DepEd
group is high? underweight among preschool
and school children by age group
and sex
• Prevalence of underweight and
overweight pregnant and
lactating women, adolescents
and older persons
• Prevalence of deficiencies in
Vitamin A, iron, and iodine (if
data is available)
• Prevalence of infants with low
birth weight
3. Who are the • Height of children (higher in boys Local Health Office
malnourished? or in girls?)
• Age and age group with highest Local Nutrition Office
incidence
• Sex with highest incidence DepEd
• Age group/physiological
classification, i.e., infants,
preschool, school children,
pregnant, lactating, adolescents,
older, persons
• Type of households do these
children belong
4. Where are the • Identify the specific areas Local Health Office
malnourished? (purok/sitio, barangays,
municipalities, cities) or type of Local Nutrition Office
ecologic zone (upland, inland,
lowland, coastal, rural or urban)
that have the most number of

suggested analysis
malnourished children,
adolescents, pregnant, lactating
and older persons
• Age group/physiological
classification? i.e., infants,
preschool, school children,
pregnant, lactating, adolescents,
older persons
• Malnutrition clusters in certain
areas can be determined by
preparing a spot map
5. What are the causes of • The LNC including the NAO Local Nutrition
malnutrition? should discuss the causes that Committee
lead to malnutrition. They should
arrive at a list of causes and
agree on how these factors
interact with each other. These
should be validated with actual
data by comparing it with higher-
level data or comparing across
barangays.
✓ Immediate- inadequate food Special Studies
intake and diseases
✓ Underlying - food insecurity,
poor care, inadequate health
services
✓ Basic -education, economic
condition
✓ Morbidity cases according to Local Health Office
illness
✓ Morbidity rate for diarrhea,
measles, and acute
respiratory tract infections
• Decreasing pattern of food Local Agriculture
production Office
Local Planning Office
• Low wages
• Increasing population, family
size, and growth rate; analysis to
include if high or low compared
to national/ requirement Local Planning Office

suggested analysis
• Quantitative data (when
available) Special Studies
✓ Eating pattern Observations
✓ Variety of diet
✓ Caring practices for women
and children
• Low literacy rate
Community-Based
• Female highest educational Monitoring System
attainment (CBMS)
• Disaster-induced impact on food LDRRMO
supply and/or access to food,
including the risk to frequent and
intense disasters
6. What have been done to • Check the nutrition programs Local Nutrition Office
address malnutrition? implemented in the community
How effective have these and extent to which programs
been? have reached and improved the
lives of the malnourished and
nutritionally-at-risk both during
normal times and during
emergencies
• Successes can be determined by
looking into the accomplishment
of targets based on reports,
reaching out to the truly needy,
population, mobilizing
community, participation, among
others
• Depending on the results of the
review, the LNC can decide
whether to CONTINUE, STOP or
MODIFY the nutrition
programs/projects/activities
7. What resources are Resources in the LNAP can be in National and local
available to address terms of: government
malnutrition? ✓ Human, e.g., volunteer agencies, NGOs, and
workers and technical private entities with
experts past and present
nutrition and
nutrition-related

suggested analysis
✓ Material/equipment or programs and
physical, e.g., food projects in the LGU
commodities
✓ Financial, e.g., funding from
LGU or other partners
✓ Natural, e.g. water, fuel, and
land
In assessing resources be guided

by:
✓ What kind of resources are
available?
✓ How much resources are
available?
✓ How adequate are the
resources?
8. What constraints could • Constraints are factors that can National and local
affect the implementation affect the implementation of government
of nutrition interventions? nutrition programs/projects/ agencies, NGOs, and
activities (socio-economic, private entities with
political cultural/ ecological/ past and present
environmental) both at normal nutrition and
times and during emergencies nutrition-related
• Learning or difficulties may also programs and
be along inadequate funds, projects in the
uncooperative community, and LGU
lack of coordination among LNC
members
Malnutrition and its causes in the LGU may be best understood by first looking at the first 1000
days of life or the period of pregnancy to the first two years of life of the child. Studies point out
that proper care and services such as ante-natal care, birthing, postnatal care breastfeeding,
and the adequate feeding and care for 6-23 months old children are critical to the prevention
and reduction of stunting and other forms of malnutrition.
Table 4.6 presents the selected indicators of care and services considered vital for proper
health and nutrition of pregnant/lactating mothers and their newborns/ infants during the first
1000 days period. The table can assist the LNC to further understand the gaps in coverage of
services and care for mothers and infants relative to the standards of the First 1000 Day (F1K)
Program of the Department of Health (FHSIS and NDHS data).

Table 4.6. Selected Indicators of Care and Services during the First 1000 Days of Life and
Sources.
Selected indicators of Care and Services
Source of Data
during the First 1000 Days
Proportion of pregnant women with four or more prenatal visits
(percent) FHSIS
Proportion of pregnant women given complete iron with folic

acid supplements FHSIS
Percentage of women receiving two or more tetanus toxoid

injections during last pregnancy FHSIS
Percentage of births delivered in a health facility FHSIS

Percent of livebirths with birthweight <2,5000 grams (i.e., low
birth weight) FHSIS
Percent of infants 0-5 months old who are exclusively breastfed FHSIS
Percentage distribution of infants seen and exclusively breastfed
until 6 months FHSIS
Percentage distribution of infants 6-11 months old given iron FHSIS

Percentage distribution of infants aged 6-11 months given
Vitamin A FHSIS
Percentage of children aged 12-59 months given Vitamin A FHSIS

Percentage of infants 6-11 months old who received
micronutrient powder (MNP) FHSIS
Mean duration of exclusive breastfeeding* NNS

Mean duration of breastfeeding* NNS
Breastfeeding with complementary feeding of 6-11 months* NNS
Breastfeeding with complementary feeding of 12-23 months* NNS
Percentage of children 6-23 months meeting Minimum Dietary
Diversity (MDD) * NNS
Percentage of children 6-23 months meeting the Minimum Meal

Frequency (MMF)* NNS
Percentage of children 6-23 months meeting the Minimum

Acceptable Diet (MAD) * NNS
*No municipal/city data available

B. Problem Tree
After identifying the data to be collected, the next step is to analyze the data to understand the
nutrition problem and its causes using the Problem Tree.
The Problem Tree is a tool for situational analysis. It is used to identify the main problem and
establish the cause-and-effect relationship between these problems. (Note: Different problem
trees should be developed for different forms of malnutrition, e.g., overweight, micronutrient
deficiencies, etc.).
Formulating the Problem Tree requires brainstorming from the members of the LNC or LPCG for
nutrition. The tool traces the chain of factors that can affect the nutrition situation. Asking and
answering a series of “whys” to understand better the factors, which affect the nutrition
situation.
UNICEF’s framework discussed in Module 1 is a basis for the development of the modified
problem tree. In the modified version, the fourth layer lists specific factors for each underlying
cause. The steps in constructing a modified problem tree are as follows:
1. Write the identified nutrition problem on top (First level box);
2. Identify the immediate causes directly under it (Second level boxes). Note that
immediate causes are already established and can be directly copied from Figure 1.18
presented in Module 1;
3. Identify the next level of underlying causes of malnutrition (Third level boxes);
4. For the underlying cause, identify factors that lead to it and make a listing of these
factors. Do not forget to ask why each problem or cause exists to understand better the
factor, which affects the nutrition situation;
5. Stop the listing of causes when an activity or project to address the problem has been
identified or when an action is beyond the decision-making capability of the planning
group; and
6. Validate the causes of the nutritional problem by conducting and/or comparing the
result of Focus Group Discussions (FGDs) in barangays with high prevalence of
malnutrition and profiling of families with malnourished children.
The indicators used in the First 1000 Days as shown earlier is a good way to start understanding
the underlying causes of malnutrition in your locality.
After having completed the modified Problem Tree, it can be expanded to include effects or
consequences of the nutritional problem (Figure 4.3). The consequences of undernutrition were
already discussed in Module 1. Among the consequences is poor resistance to infections,
leading to frequent illnesses and in some cases death; poor learning in school leading to low
functional literacy; unemployment and underemployment. These consequences are placed on
top of the Problem Tree as shown in Figure 4.3.

▪ no available food ▪ use of milk formula at ▪ unavailability of toilets
gardens in the age of 2 months in each household
community/household ▪ late introduction of ▪ presence of sari-sari
stores selling unhealthy
▪ poor capacity to buy complementary foods
food items near the
food due to ▪ average family size of schools
unemployment 7 ▪ unavailability of enough
▪ large family size ▪ vices of parents health workers (BNS)
in barangays
Figure 4.3. Sample of a Modified Problem Tree of Stunted Children 0 - 59-month-old.
Congratulations! You passed Lesson 2.
Exercise 4.1. Complete the Tables

A. Understand the situation of First 1000 Days in your locality by completing the table
below:
Selected indicators of Services and Care In your

National Source of Data
during the First 1000 Days locality
Proportion of pregnant women with four 52.55
FHSIS 2018
or more prenatal visits (percent)
Proportion of pregnant women given 52.72
complete iron with folic acid FHSIS 2017
supplements
Percentage of pregnant women given 25.75
FHSIS 2018
two doses of tetanus toxoid (TT)
Percentage of births delivered in a health 92.13
FHSIS 2018
facility

Selected indicators of Services and Care In your
National Source of Data
during the First 1000 Days locality
Percent of livebirths with birthweight 7.41 FHSIS 2018
<2,5000 grams (i.e., low birth weight)
Percentage distribution of infants seen 51.67 FHSIS 2018
and exclusively breastfed until 6 months
Percentage distribution of anemic infants 85.75
FHSIS 2017
aged 6-11 months old given iron
Percentage distribution of infants aged 96.39
FHSIS 2018
6-11 months given Vitamin A
Percentage of children aged 12-59 49.70
FHSIS 2018
months given Vitamin A
Percentage of infants 6-11 months old 23.27
who received micronutrient powder FHSIS 2018
(MNP)
Mean duration of exclusive 8.0 mos
NNS 2015
breastfeeding*
Mean duration of breastfeeding* 4.0 mos NNS 2015
Continued breastfeeding of 6-11 50.6
NNS 2015
months*
Continued breastfeeding of 12-23 33.1
NNS 2015
months*
Percentage of children 6-23 months 23.0
meeting Minimum Dietary Diversity NNS 2015
(MDD) *
Percentage of children 6-23 months 13.4
meeting the Minimum Acceptable Diet NNS 2015
(MAD) *
Proportion of pregnant women with four 52.55
FHSIS 2018
or more prenatal visits (percent)
Proportion of pregnant women given 52.72
complete iron with folic acid FHSIS 2017
supplements
*Access NSS 2019 here: http://enutrition.fnri.dost.gov.ph/enns/

B. Answer the 8 guide questions based on the data in your municipality:
Questions Answers
1. What forms of malnutrition exist? The following malnutrition issues exist in the
• Stunting? Wasting? Overweight/obesity? LGU:
among children 0 - <5 years old and school 1.
children 2.
• Nutritional status of pregnant and 3.
lactating women, adolescents, and older 4.
persons? 5.
• Infants with low birth weight. …
• Cases of deficiencies in Vitamin A, iron,
and iodine?
2. How many are malnourished?
• Actual number of the forms of On pre-school children (0-5 years old)
malnutrition identified Total Number of PS weighed: ____________
• Prevalence (%) e.g., number of 0 - <5-year- OPT Plus Coverage: ________
old children/total number of 0 - <5-year- Form of Prevalence Actual
old children malnutrition Number
• Compute the prevalence of stunting, 1.
wasting, and underweight among 2.
preschool and school children by age 3.
group 4.
• Prevalence of deficiencies in Vitamin A, 5.
iron, and iodine (if data are available)
• Prevalence of infants with low birth On low-birthweight infants
weight Prevalence of low birth weight infants: _____
Actual number of low birth weight infants:
______
Other data available:

3. Who are malnourished?
• Is the prevalence of stunting, wasting, or Stunting is highest among: _______________
underweight children higher in boys? or in (age group) and in _______ (boys / girls)
girls? At what age and age group is it Wasting is highest among: _______________
high? (age group) and in _______ (boys / girls)
• What is their age group/physiological Overweight/obesity is highest among:
classification? i.e., infants, preschool, _____________ (age group) and in (boys / girls)
school children, pregnant, lactating,
adolescents, older persons
• What type of households do they belong
to?
4. WHERE are the malnourished? Specific areas that have most malnourished
• Identify the specific areas (purok/sitio, children:
barangays, municipalities, cities) or type
of ecologic zone (upland, inland, lowland,

Questions Answers
coastal, rural or urban) that have the most
number of malnourished children,
adolescents, pregnant, lactating, and
older persons
• Malnutrition clusters in certain areas can
be determined by the spot map
5. WHAT are the causes of malnutrition? Identified causes of malnutrition in the LGU:
• The LNC including the NAO should discuss
the causes that lead to malnutrition. They
should arrive at a list of causes and agree
on how these factors interact with each
other. These should be validated with
actual data by comparing with higher
level data or comparing across barangays.
• Immediate – inadequate food intake
• Underlying – food insecurity, poor care,
inadequate health services
• Basic – education, economic condition
• Morbidity cases according to illness
• Morbidity rate for diarrhea, measles and
acute respiratory tract infections
• Low wages
• Increase in population
• Variety of diet
• Caring practices for women and children
• Low literacy rate
• Female highest educational attainment
• Other factors as identified by the LGU
6. What have been done to address Existing nutrition interventions within the LGU:
malnutrition? How effective have these
been?
• Check the nutrition programs
implemented in the community and the
extent to which programs have reached
and improved the lives of the
malnourished and nutritionally-
at-risk
• Successes can be determined by looking
into the accomplishment of targets based
on reports, reaching out to the truly needy
population, mobilizing community
participation, among others
• Depending on the results of the review,
the LNC can decide whether to CONTINUE,

Questions Answers
STOP, or MODIFY the nutrition
programs/projects/activities
7. What are the resources available to Human Resources:
address malnutrition?
Resources in the LNAP can be in terms of:
• human, e.g., staff, volunteer workers, and Material Resources:
technical experts
• material/equipment or physical, e.g., food
commodities, health stations, growth Financial Resources:
monitoring tools
• financial, e.g., funding from LGU or other
partners Other resources identified:
• natural, e.g., water, fuel, and land
In assessing resources, be guided by:
• What kind of resources is available?
• How much resources are available?
• How adequate are the resources?
8. What constraints could affect the effective Constraints:
implementation of interventions?
• Constraints are factors that can affect the
implementation of nutrition
programs/projects/ activities (socio-
economic, political, cultural,
ecological/environmental)
• Learning or difficulties may also be along
inadequate funds, uncooperative
community and lack of coordination
among LNC members

Exercise 4.2. Complete the Modified Problem
Tree
Understand the causes and consequences of stunting in your locality by answering the modified
problem tree below.

LESSON 3
Setting Goals and Objectives
1. differentiate goals from objectives; and

2. formulate goals and objectives.
Setting Goals and Objectives

Goals and objectives are used interchangeably but there is a difference. A goal is a general
statement to aim for but is not detailed enough for planning activities (no timeline). It is a
broad definition of what your organization aims/wants to achieve usually in the long term. Goal
should be aligned with the LGUs vision and mission.
Example: Improved quality of life through improved nutritional well-being.
An objective, on the other hand, is a concrete and specific statement of desired achievement. It
is more focused and concretely worded statements about end states, most usually stated with
a time dimension and client population specified.
Objectives may be classified either as:
a. General, specific, and activity objectives; and

b. Outcome, output or input objectives.
General or outcome objective is a quantified statement of the desired change in the main
problem identified. In nutrition planning, improving the topmost box of the problem tree is
selected as the general objective or the outcome objective.
Example 1: To reduce the prevalence of stunting among 0-59 months old

children in the municipality by 10% in three years
Example 2: To reduce the prevalence of stunting among 0 – 59-month-

old children in the municipality from 30% to 20% in three
years
Note: Both examples are the same. The first example focused on the % reduction in 3 years
while example 2 focused on base and end lines but also presents a 10% reduction.

In developing the outcome objective, it is important to revisit the cut-off values for public
health significance on the different forms of malnutrition discussed in Module 1.
Specific or output objective is a statement of the desired change in the underlying and basic
causes of malnutrition. They indicate the types of interventions that would be delivered and the
immediate results of the implementation of these interventions.
Example: To increase the proportion of 0 - 6-month-old children who are

exclusively breastfed from 30% to 50% in three years.
Activity or input objective is a statement of resource inputs for services or projects.
Example: To provide 400 mothers with 0-6 months old children and
pregnant women with counseling on exclusive breastfeeding.
every year for three years.
Guide Questions to Check if the Goals and Objectives are

Well-Stated
A. Goal
a. Does it have a broad but compatible coverage?
b. Is it long-term in focus but still achievable?
c. Is it easily understandable to all members of the organization and other stakeholders?
B. Objectives (SMART) (Figure 4.4)

1. Is the objective concrete, detailed, focused, and well-defined?
2. Does the objective quantify the amount or rate of change that is expected in addressing
the nutritional problem?
3. Are objectives attainable and feasible?
4. Were available resources considered in the formulation of objectives?
5. Does the objective indicate the defined period within which it will be met?

Figure 4.4. Infographics of Objectives (SMART).
Below is a sample of assessing an objective (Figure 4.5):
Figure 4.5. Sample of assessing an objective.

Formulation of Objectives
The modified Problem Tree can serve as basis for formulating goals and objectives. Figure 4.6 is
an example of a modified problem tree where goals, general, and specific objectives are
identified.
Figure 4.6. An example of a modified problem tree with goals, general, and specific objectives.
Exercise 4. 3. Develop Outcome and Sub-

Outcome Objectives
Based on the data in your LGU, develop an outcome and sub-outcome
objective for your LGU using Worksheet 1.

LESSON 4
Identifying Nutrition Interventions
1. define a nutrition intervention;

2. describe the different nutrition interventions;
3. explain the criteria for selection of interventions;
4. identify the appropriate intervention to improve, solve, or correct the causes of
malnutrition;
5. describe techniques in prioritization of intervention; and
6. prioritize nutrition interventions
Understanding PPAN’s Nutrition Interventions

Nutrition intervention is any policy, program, project or activity that will contribute to change
or improve the nutrition situation in a locality. The LNC or LPCG for nutrition should know the
nutrition intervention to solve the problem of malnutrition in the area concerned. The PPAN
2017-2022 adopts the nutrition specific and nutrition sensitive programs as essential
interventions to address the underlying causes of malnutrition along the life cycle as well as
Figure 4.7. PPAN 2017-2022 Program Framework.

their enabling programs. Nutrition interventions are classified as either nutrition sensitive,
nutrition specific or enabling mechanisms (Figure 4.7).
A. Nutrition Specific Programs
Nutrition specific programs are nutrition interventions that were planned and designed
to produce nutritional outcomes (Table 4.7). The selection of these nutrition-specific
programs was inspired by global guidance like the WHO Essential Nutrition Actions, the
recommendations of the Lancet Maternal and Child Nutrition Series, the International
Conference on Nutrition (ICN) 2 Framework for Action, among others.
Table 4.7. Nutrition-specific programs of PPAN 2017-2022.

Program Project/Component Agencies Involved
1. Health Systems Support DOH, LGUs
DOH, NGOs, LGUs,
2. Community-based health and
Development Partners
nutrition support
(DPs)
3. Maternity Protection and DOLE, Employers,
1. Infant and Young
Improving Capacities of Employee’s Unions, NGOs,
Child Feeding
Workplaces on Breastfeeding LGUs, DPs
4. Establishment of breastfeeding
All agencies, NGOs, LGUs,
places in non-health
DPs, CSC
establishments
5. Enforcement of the Milk Code DOH, LGUs
6. Enhancement of Facilities
2. Integrated
(including RUTF and RUSF) and DOH, NGOs, LGUs, DPs
Management of
provision of services
Acute
7. Building Capacity of Local
Malnutrition DOH, NGOs, LGUs, DPs
Implementers
8. Supplementary feeding of
DOH, NGOs, LGUs, DPs
pregnant women
DOH, NGOs, LGUs, DPs
children 6-23 months old
3. National Dietary
Supplementation DSWD, NGOs, LGUs, DPs
children 24-59 months old
Program
DepEd, NGOs, LGUs, DPs
school children
12. Food plants for producing
FNRI, LGUs, SUCs, NGOs
supplementary foods
4. National 13. In schools DepEd, NGOs, LGUs, DPs
Nutrition DOH, DSWD, NGOs, LGUs,
14. In communities
Promotion DPs

Program Project/Component Agencies Involved
Program for DOH, DSWD, NGOs, LGUs,
15. In the workplace
Behavior Change DPs
16. Resource Center NNC (coordinator)
5. Micronutrient
supplementation 17. In health units DOH, NGOs, LGUs
(Vitamin A, iron-
folic acid, 18. In schools DepEd, NGOs, LGUs
multiple
micronutrient 19. Communication support DOH, NGOs, LGUs
powder, zinc)
DOH, DSWD, DepEd,
6. Mandatory food 20. Rice Fortification with Iron
NGOs, LGUs, Industry
fortification
21. Flour fortification with iron DOH, DSWD, DepEd,
(technology
and Vitamin A NGOs, LGUs, industry
development,
22. Cooking oil fortification with DOH, DSWD, DepEd,
capacity
Vitamin A NGOs, LGUs, industry
building,
23. Sugar fortification with DOH, DSWD, DepEd,
regulation and
Vitamin A NGOs, LGUs, industry
monitoring,
DOH, DSWD, DepEd,
promotion) 24. Salt iodization
NGOs, LGUs, industry
DOH, DSWD,
25. Capacity building for
7. Nutrition in National/Local Nutrition
mainstreaming nutrition
Emergencies Cluster, National/Local
protection in emergencies
DRRMC, NGOs, LGUs, DPs
DOH, DSWD, DOLE, NGOs,
26. Healthy food environment
8. Overweight and LGUs, industry, CSC, DPs
obesity DOH, DSWD, DOLE, NGOs,
27. Promotion of healthy lifestyle
management LGUs, Industry, CSC, DPs
and prevention 28. Weight management
DOH, DSWD, DOLE, NGOs,
program intervention (for overweight
LGUs, industry, CSC, DPs
and obese individuals)
B. Nutrition Sensitive Programs
Complementing the nutrition-specific interventions are nutrition-sensitive programs.

These are development projects that were tweaked to produce nutritional outcomes.
Tweaking can be done by targeting households with undernourished children or
nutritionally-vulnerable groups, or targeting areas with high levels of malnutrition, or
being a channel for delivering nutrition-specific interventions (Table 4.8).

Table 4.8. Nutrition-sensitive programs of PPAN 2017-2022.
Project Agency Involved
1. Farm-to-market roads and child nutrition DPWH, LGUs
2. Target Actions to Reduce Poverty and Generate
DA, LGUs
Economic Transformation (TARGET) and child nutrition
3. Coconut Rehabilitation Program PCA
4. Gulayan sa Paaralan BPI, DepEd
5. Diskwento caravans in depressed areas DTI, LGUs
6. Family development sessions for child and family
DSWD, LGUs
nutrition project
7. Mainstreaming nutrition in sustainable livelihood DSWD, LGUs
8. Public works infrastructure and child nutrition DPWH, LGUs
9. Adolescent Health and Nutrition Development DOH, LGUs
10. Sagana at Ligtas na Tubig sa Lahat (SALINTUBIG) and
DOH, DILG, LWUA
other programs on water, sanitation and hygiene
C. Enabling Programs
These are programs designed to facilitate the implementation and adoption of the
nutrition specific programs and nutrition sensitive projects of the PPAN 2017-2022.
1. Mobilization of local government units for nutrition outcomes

a. Mobilization of LGUs for Delivery of Nutritional Outcomes through the NNC
Sub-Regional Network
b. Enabling Policy and Legal Framework for LGU Mobilization
c. Development of Continuing Opportunities for LGU Excellence in Nutrition
Programming
d. Mobilization of Rural Improvement Clubs and other community-based
organizations for nutrition action
2. Policy Development for Nutrition and Food

a. Securing policy support for improving nutrition, specifically along the priority
legislative measures
b. Public advocacy for improved support to nutrition

3. Strengthened management support to the PPAN 2017-2022
a. Securing vital nutrition infrastructure and resource requirements for PPAN
b. Strengthening coordination, monitoring, evaluation and management of PPAN
across NNC including member agencies and NNC Secretariat
SETTING TARGETS
Targeting is a method of delivering goods and/or services to a selected group of individuals or
households rather than to every individual or household in the population. It means including
some people as targets and excluding others.
Target populations are those individuals or households intended to receive goods, services or
benefits under a program or activity. The benefits of setting targets are as follows:
1. A well-selected and implemented targeting method will maximize the social returns from
food and nutrition program by excluding non-needy individuals, while minimizing the
cost by only including the most needy;
2. Targeting can ensure optimal impact by directing limited resources to those at greatest
risk; and
3. Improved targeting can lead to substantial reductions in public expenditures on
programs, without necessarily reducing their impact on those most in need.
Commonly Used Schemes in Setting Targets

1. Administrative targeting means that the program staff decided who among the
candidates are to be included or excluded based on a set of defined eligibility criteria.
Example: Pregnant women are eligible for iron supplementation because of their
increased requirement.
2. Geographic targeting is based directly on local estimates of need; resources are

allocated to various areas in proportion to stated levels of need.
Example: Spot map is used to determine the municipalities or barangays that have high
prevalence of undernutrition.

Exercise 4.4. Selecting Interventions
Identify the appropriate interventions in your LGU using Worksheet 2.

LESSON 5
Formulating the Work Plan
1. prepare a work plan; and

2. design nutrition program, project, and activity.
Formulating the Work Plan

A work plan (also known as operational plan) is a tool in identifying the details of how nutrition
programs or projects or activities are to be implemented (Table 4.9).
In designing the program, project or activity, you answer the following questions:
1. Who will be the target groups? (This refers to the groups most affected by malnutrition?
2. What are the interventions that will be implemented?
3. Where will the intervention be implemented?
4. Who will implement the program?
5. How will the intervention be implemented?
6. When, how long, and how often will services related to a program, project or activity be
done or delivered?
7. How much and what kind of resources will the intervention need and where will these
resources come from?
8. What are the expected outputs?
A sample workplan can be found below:
Table 4.9. Sample Work Plan.
OUTPUT TARGETS Funding
Source
Agency/ies
Project Title and Major Activities (NGA,
Responsible Year 1 Year 2 Year 3
LGU,
Others)
Program 1. Philippine Integrated Management of Acute Malnutrition
1.1 Establishment of In-patient RHU/PHO 1 ITCs 2 ITCs LIPH
Therapeutic Care
1.2 Establishment of Out-patient RHU 5 BHS 5 BHS
Therapeutic Care
1.3 Active Case Finding of SAM and RHU 30
MAM cases Barangays
1.4 Training of Health Workers RHU 30 BNS 30 BNS 30 BNS
1.5 Improvement of Supply Chain

Description:
1. Name of the program/project - the nutrition intervention to be implemented
2. Agency Responsible - persons, sectors, organizations or agencies who will be
involved in your planned activity
3. Output Target - stakeholder/s of intervention; group and number should be
indicated in the matrix per inclusive year
4. Possible sources of fund - agencies, organizations or individuals where the budget
will come from
Exercise 4.5. Development of a Work Plan

Based on the selected interventions in the previous lessons, develop a work plan
using Worksheet 3.
Exercise 4.6. Costing of Nutrition Programs

Using the work plan that you developed in the previous exercise, develop the budgetary
requirements of your workplan. Refer to the following links (boxes) to guide you in the
development of your cost work plan.
INTEGRATING NUTRITION IN INTEGRATING NUTRITION IN

PDPFP/ CDP/ LDIP PDPFP/ CDP/ LDIP
WORKBOOK 1 WORKBOOK 2
Templates for Cost Estimates Templates for Cost Estimates
Including Explanatory Notes Including Explanatory Notes
City and Municipal Level Provincial Level
Workbook 1 Workbook 2

LESSON 6
Financing the Work Plan
1. identify sources of funding to support nutrition programs;

2. enumerate strategies by which nutrition funding can be done; and
3. describe the importance of Annual Investment Program and how it will be
accomplished.
Identifying Resources for the LNAP

The availability of funds and other resources are crucial to the implementation of the planned
activity. The LNAP cannot take off the ground without the necessary resources.
However, many LGUs find lack of financial resources as the main problem in setting up
programs and projects on nutrition. This is because the Local Government Code of 1991 is silent
on where the budget for the legally-prescribed functional nutrition committees, nutrition action
plans, and BNS for all barangays should come from. Due to poor realization of the costs and
burden of malnutrition to society, LGUs fail to incorporate in their budget plans the programs
and projects for nutrition.
Possible resources for the implementation of the LNAP could be from:
1. Fiscal resources
a. Regular Budget
i. Identified inputs in each department’s or office’s budgets
ii. LCE’s discretionary fund
iii. Supplemental budgets (as may be allotted)
b. National Government Agencies
2. Non-Government Organizations
3. Private sector entities
4. Civic / People’s Organizations
5. Academic institutions (e.g., state universities and colleges involved in implementing
LNAP)
6. International organizations
a. Bilateral organizations – AusAID (Australia), GTZ (Germany), JICA (Japan), USAID
(United States)
b. Financing institutions – Asian Development Bank (ADB), European Union (EU), World
Bank (WB)
c. International NGOs – Helen Keller International (HKI), Plan International, Save the
Children

d. United Nations Agencies –United Nations Children’s Emergency Fund (UNICEF),
World Food Programme (WFP), Food and Agriculture Organization (FAO), World
Health Organization (WHO), UN Development Programme (UNDP)
e. LNC-organized fundraising activities
Funding the LNAP is essential. Provision of budget has various legal basis (e.g., DILG-DOH-NNC
JM 2019-01, Local Budget Memo No. 77, 77a and 78) and a wide-range of possible sources at
hand having the LGU’s 20% development fund as its primary source. However, having access to
these funds remains to be a challenge.
NAOs and LNC members need to become excellent nutrition champions and take a wide range
of advocacy efforts to key individuals in the LGU to have access to different funding sources.
The following are examples of that can help generate resources:
a. Be in constant DIALOGUE with the LCE, the Planning and Development Officer, and the
members of the LNC when the local executive budget is still being prepared to help
ensure the inclusion of budget for nutrition. We will regularly consult the local budget
officer and treasurer regarding the preparation of project and budgetary proposals that
are workable within the government accounting and auditing system.
b. REMIND the member agencies of the LNC to include LNAP activities in their respective
sectoral budgets to ensure funding support from the regular budget.
c. INNOVATE on various resource generation possibilities.
d. Be VIGILANT about possibilities for generating more resources for the LNAP and about
funding windows or opportunities. We will be mindful when a supplemental budget will
be formulated, or when the LGU is negotiating for a grant or when an NGO intends to
pursue nutrition and related programs in the locality since these are opportunities for
fund generation.
e. Continue to ENGAGE various funding agencies.
f. Be READY to present the resource requirements of the LNAP to the local development
council or the SP/SB and build a case for nutrition action. Thus, building alliances within
these bodies is important so that a member will champion and sponsor resolutions on
budgetary allocations for LNAP programs, projects, and activities. Ready with project
proposals and data.
Taking into consideration the highlighted words, nutrition program planners may become the
“DRIVER” in taking action for resource generation. The word “DRIVER” is a mnemonic that
stands for:

D Dialogue
R Remind
I Innovate
V Vigilant
E Engage
R Ready
With the desire to innovate and experiment, the following can serve as guide:
1. Establish contacts. Know where potential donors are or those who are willing to exchange
or provide resources. Social gatherings, launching or closing programs, awarding
ceremonies, and even meetings provide opportunities for widening one’s network of
potential allies, including those with access to resources, in nutrition work.
2. Tap external funding sources, such as NGOs, international organizations, and private
sector entities that are involved in social development projects
a. Know which ones are present in the province/city/municipality
b. Know too their biases, interests, and preferences
c. Establish linkages with key persons in these organizations
d. Develop the skill of formulating project proposals and submit proposal for funding
or partnership.
Lessons from CAN

Based on the stories of the 11 LGUs of CAN, the following were the factors that helped
LGUs along financing the LNAP:
1. Twenty percent development fund of local governments from the IRA
2. Subsidy from higher level LGUs, either financial resources or in-kind
3. Nutrition committees’ sector budgets for initiatives with nutrition implications
included in the annual investment plan
4. PhilHealth capitation fund
5. Gender and development fund
6. Innovative mobilization of local resources
7. Private sector and civil society organizations
8. Mobilization of resources external to the LGUs

Annual Investment Program (AIP)
The LNC or LPCG for nutrition needs to prepare the AIP for nutrition. They can adopt the AIP
format (Matrix 4.1) in the preparation so that it can readily be integrated in the LGU’s AIP.
Matrix 4.1. Annual Investment Program (AIP)
The data to be used in the preparation of the AIP for nutrition will be based on the completed
work plan (Worksheet 3) with budgetary requirements (Worksheet 4). Hence, it is necessary to
prepare the work plan first. The column on project costs includes personnel services, MOOE,
and capital outlay are described as follows:
a. Personnel services include salary and wages for regular, causal and non-government
worker (NGW) employees;
b. Maintenance, Operations and Other Expenses (MOOE) include cost for supplies,
communication, travel, among others.
c. Capital outlay includes cost for infrastructure development and equipment.
Nutrition programs or projects or activities will not be provided with budget from the LGU if it is
not integrated in the LGU’s AIP.
The LNAP is a three-year plan that has to be integrated in the three-year LDP. Also, the LNAP is
the basis for preparing the list of nutrition PPAs and their corresponding cost estimates which
are to be integrated in the LGU’s AIP. The AIP on the other hand is the main tool to secure
funding for the specific year.

The Annual Investment Program (AIP) is the work and financial plan of the local government
unit for the period of one year. It is imperative for any LGU to prepare the Annual Investment
Program as it is from which the LGU administers and provides budgetary support to its
Comprehensive Development Plan (CDP) and Local Development Investment Program (LDIP).
This mandated document contains the programs/projects/activities fitted for the following year
which has been streamlined from a long master list of projects that are generated through a
tedious series of sectoral planning workshops.
AIP also refers to the annual slice of LDIP which constitutes the local resource requirements for
all programs, projects and activities consisting of the annual capital expenditure and regular
operating requirements of the LGU. These programs and projects in the AIP are distributed in
the following sectors – economic, social, general and other public services. The AIP therefore is
a yearly program of expenditure both for capital and current operating requirements of the
local government units that will serve as the basis for the preparation of the annual and
supplemental budgets.
The formulation of the AIP is an important process in the local government planning and
budgeting cycle which produces the final approved annual budget. The Annual Budget shall be
prepared on the basis of the AIP which shall be deliberated upon by the Local Finance
Committee (LFC) and then the Sanggunian. It is important for the NAO to ensure that inputs to
nutrition are secured in the AIP up to the passage of the Appropriation Ordinance by the
Sanggunian, and approval of the LCE which signifies the final approval of the budget of the LGU.
Note: There is a separate workshop on preparing AIPs. You may coordinate with your
Regional Nutrition Program Coordinator for this.
Exercise 4.7. Resource Mobilization Strategy

Using the list of unfunded programs and projects in Exercise 4.6, identify resource mobilization
strategy using Worksheet 4.
Box 4.2 General Outline and Checklist of a Project Proposal.
Summary (clearly and concisely summarizes the request)
______Found at the beginning of the project proposal

______Identifies the grant applicant
______Includes at least one sentence on credibility
______Includes at least one sentence on problem
______Includes at least one sentence on objectives
______Includes at least one sentence on methods
______Includes total cost, amount requested in the proposal or amount already obtained
______Should be brief and clear
______Should be interesting

I. Introduction (describes the agency’s qualifications or credibility)
______Clearly establishes who is applying for funds

______Describes applicant agency purpose and goals
______Describes agency projects
______Describes clients and constituents
______Provides evidence of accomplishment
______Offers statistics to support credibility or track record
______Offers statements and/or endorsements to support credibility
______Supports credibility in project area in which funds are sought
______Leads logically to problem statement
______Is interesting, brief, and simple
______Is free of jargon
______Is brief
II. Problem Statement or Needs Assessment (documents the needs to be met or

problems to be solved by the proposed project
______Relates to purposes and goals of applicant organization
______Is of reasonable dimension
______Is supported by statistical evidence
______Is supported by statements from authorities
______Is stated in terms of clients and beneficiaries
______Is developed with input from clients and beneficiaries
______Uses simple terms
______Is interesting to read
______Is as brief as possible
______Makes a compelling case
III. Objectives (establishes the benefits of the funding in measurable terms)

______Describes problem-related outcomes of proposed project
______Includes at least one objective for each problem or given in the problem statement
______Does not describe the methods
______Defines the population served
______States the time when the objectives will be met
______Describes objectives in numerical terms, if possible
IV. Methods (describes the activities to be employed to achieve the desired results
______Flows naturally from problems and objectives
______Clearly describes project activities
______States reasons for selection of activities
______Describes sequence of activities
______Describes staffing of project
______Describes clients and client selection

______Presents a reasonable scope of activities that can be accomplished within the time
allotted for the project and within the resources of the applicant
V. Evaluation (presents a plan to determine the degree to which objectives are met and
methods are followed
______Presents a specific plan for evaluating accomplishment of objectives
______Tells who will be performing evaluation and how evaluation will be selected
______Defines evaluation criteria
______Describes data gathering methods
______Explains test instruments or questionnaires to be used
______Describes the process of data analysis
______Shows how evaluation will be used for project implementation
______Describes evaluation reports to be produced
VI. Further or Other Necessary Funding (describes a plan for continuation beyond the
grant and/or the availability if there are other resources to implement the grant)
______Presents a plan to provide future funding if project is to be discontinued
______Accounts for other needed expenditures of project funding
VII. Budget (clearly delineates costs to be met by the funding source and those to be
provided by the applicant or other parties)
______Consistent with proposal narrative
______Is detailed in all aspects
______Project costs that will be incurred at the time of the project, if different from the time
of proposal writing
______Includes all items asked of the funding source
______Includes all items paid for the other sources
______Includes all volunteers
______Includes all consultants
______Separately details all non-personnel costs
______Includes indirect cost where appropriate
______Is sufficient to perform the tasks described in the narrative
Details fringe benefits, separate from salaries

______Includes indirect costs where appropriate
______Includes all items paid for the other sources
______Includes all volunteers
______Details fringe benefits, separate from salaries

______Includes indirect costs where appropriate

LESSON 7
Designing a Monitoring and Evaluation Plan
1. explain the link of monitoring and evaluation with the overall nutrition management
cycle;
2. define monitoring, evaluation, and other related terms;
3. differentiate monitoring from evaluation;
4. describe the process of monitoring and evaluation;
5. explain the importance of monitoring and evaluation in nutrition programs and
projects; and
6. discuss the steps in monitoring and evaluation activities.
Designing a Monitoring and Evaluation Plan

Designing a monitoring and evaluation plan (M&E) is integral to Phase 1 of the NPM.
Monitoring and evaluation are two distinct but related processes with complementary
activities. Monitoring answers how well plan is proceeding while evaluation answers the extent
to which objectives have been met. Monitoring results are used for re-planning and adjustment
(Table 4.10).
Users of M&E results are decision-makers, implementers, and communities. Possible resources
for the implementation of the LNAP could be from:
Table 4.10. Summary of Salient Points of Monitoring and Evaluation.
Monitoring Evaluation
Definition • The regular follow-up of the The systematic assessment of
implementation of planned effectiveness and efficiency of
activities. It also involves the project achievements based
documentation of activities on the set objectives.
vis-à-vis the LNAP.
• The systematic and continuous
process of following and
keeping track of indicators in
order to ensure that the project
is proceeding according to plan
and provide basis for modifying
the plan as necessary.
• The process of monitoring
project inputs and outputs.

Questions that • Are targeted outputs being • Have the outcomes/objectives
monitoring or met? been achieved?
evaluation tries • Is implementation proceeding • What systems were actually in
to answer place?
according to the plan and
• How effective were strategies used
timetable? to implement project activities?
• Are the indicators appropriate? • Were the needs met?
• Are the intervention strategies • Have the needs changed?
appropriate to the target • What is the level of participation
population? of various stakeholders?
• What can be improved in the • What lessons have been learned
from the project?
project?
• Was the program appropriate for
• Are resources being utilized the problem identified?
efficiently? • Were there unintended effects of
• Are the inputs required the program to the participants?
adequate, timely, and of right • What changes did the project
quality? bring about?
• Were activities implemented on
schedule and within the budget?
Importance • Assess the quantity, quality, • Determine the worth or value of
and timeliness of program on-going programs
inputs • Increase the effectiveness of
• Verify that inputs are program management and
transformed, administration
• through activities, into outputs • Identify impacts that are
that generate results attributable to a program
• Provide information to • Provide information that will
improve targeting permit cost-effectiveness
• Identify operational comparison
constraints to program • Re-design an on-going program or
effectiveness design a new program
• Help managers to improve • Satisfy the accountability
implementation requirements of donors and
• Determine if a process or program sponsors
service, such as food
fortification, is meeting
national or some other
accepted/set standards
• Determine whether a program
is reaching the target groups
Users of M&E 1. LCEs use the results for them to be guided whether or not a certain
Results project should be given continuous funding, adopted or terminated.

2. Project directors use M&E results to assess if the objectives are being
met and the strategies implemented are effective.
3. Implementers use the results of M&E to have a clear framework in
improving the system of delivering services to the beneficiaries.
4. Program partners are interested in the M&E results for them to
effectively utilize the available goods and services.
5. Donors use results to guide them in implementing cost-effective
components and programs.
Source: Monitoring and Evaluation of Nutrition and Nutrition-related Programmes: A Training Manual
for Programme Managers and Implementers, 1999
Indicators for Monitoring and Evaluation

An indicator is a measure of progress towards meeting objectives of a program or plan. A good
indicator should be valid, simple, clearly and precisely defined, reliable, and sensitive to change.
Identification of indicators should be based on goal, objectives, and the selected interventions
(Table 4.11).
Table 4.11. Identification of Indicators for Monitoring and Evaluation.
Problem Level Type of Indicator
Goal: Improved quality of life through Impact indicator: Reduction in
High mortality
improved nutritional well-being mortality rate of 0-5 years old
rate children
General/Outcome Objective: Outcome indicator:
High prevalence of To reduce the prevalence of wasted Percent reduction in prevalence
wasting under five children from 20% in year of wasting among
1 to 10% in year 3 children under 5 years old
Limited knowledge on Output/Specific Objective: Output indicator: Percent

child rearing To conduct a center-based counseling for of pregnant women reached
after childbirth 100 pregnant women during the year round counseling
program
The criteria for selecting indicators are as follows:

1. Ease of collecting, interpreting, and using the information;
2. Time required;
3. Source of information;
4. Variability in the characteristics or element being measured;
5. Cost in generating the data;
6. Use of the information (act on the findings);
7. Purpose for which the information will be used;

8. Level at which the information will be used; and
9. Relative importance of the information to the program objectives.
Indicators are needed in order to monitor and evaluate program implementation and impact.
By comparing the statistics for the same indicators over time, it is possible to measure change
and determine where and when actions need to be taken.
The procedure to be followed in the selection of indicators is a critical part of designing and
putting into place an M&E system.
Members of the LNC should be involved in the design and evaluation of an M&E system. The
selection of indicators using a set of criteria should be done by the LNC and not solely by the
P/C/MNAO.
Benefits of Monitoring and Evaluation

1. Promote transparency and accountability by program/project managers
2. Prevent and rectify operational backlogs
3. Prevent program failure
4. Can identify the type of assistance that can be provided by LGUs or NNC
5. Results lead to organizational transformation
6. Introduce or promote innovation
7. Can lead to a more efficient and effective work performance
8. Proper use of funds
Steps in Planning Monitoring and Evaluation

Monitoring is focused on improving day-to-day operations of a program while evaluation is
focused on assessing the extent to which program objectives have been met.
The following are the steps in planning the M&E:

• Review the goals, general and specific objectives and interventions of the LNAP
1
• Identify relevant indicators for monitoring to measure progress
progress and
and completion
completion of
of LNAP
and evaluation
LNAP indicates
and evaluation the measure
indicates of achievement
the measure of objectives
of achievement of theof
of objectives LNAP
the LNAP
2
• Determine methods and frequency of data collection and source
3
•Determine
Determineififallallthe
theindicators
indicators are
are being
being collected.
collected. Identify
Identify which
which are
are new
new and
and determine
determine how this will be collected and integrated into existing data gatheringIn case
how this will be collected and integrated into existing data gathering activities.
4 new, develop
activities. a system
In case for generating
new, develop thefor
a system data
generating the data
•Plan
Planfor
foranalyzing
analyzingand
andvalidating
validatingby
bythe
theLNC
LNCthe
theresults
resultsof
ofthe
theM&E
M&E
5
•Develop
Developaatimetable
timetablefor
forfrequency
frequencyof
ofmonitoring
monitoring
6
The steps presented in conducting monitoring and guidelines in conducting evaluation are the
ideal ones but some of the steps can be modified according to the situation in the LGUs.
Monitoring should be carried out in the context of a program implementation plan. This plan
indicates the activities to be carried out, when they should be done, who should do them, and
the resources to undertake them.
Review of the National and Local Nutrition Monitoring and

Evaluation System
For one, M&E is done at the national and local levels. The aim of the PPAN M&E system is to
determine to what extent goals, objectives, and targets were achieved. Specifically, it aims to:
1. Determine quarterly status of implementation of the nutrition interventions and
facilitating activities;
2. Determine the improvement in nutritional status of populations annually; and
3. Develop capabilities of LGUs in M&E.
The PPAN M&E system is concerned with both national and sub-national monitoring. The
system looks into the efficiency and effectiveness of the PPAN towards contributing to the
overall goal of improving the nutritional status of Filipinos.

The nutrition committees at the regional, provincial, city, municipal, and barangay levels are
responsible for data generation, analysis, and processing. The NAOs serve as focal persons for
these activities. They ensure that information is disseminated to LCEs and program managers.
At the regional and national levels, there are evaluation teams that monitor and evaluate the
provincial/city LNAPs. The Provincial Nutrition Committee (PNC) monitors and evaluates the
Municipal Nutrition Committee (MNC) and the MNAP excluding HUCs.
The PPAN M&E system uses the following schemes:
1. Regular monitoring through conduct of field visits, meetings, and reporting using NNC
suggested forms;
2. Annual evaluation through the M&E of Local Level Plan Implementation (MELLPI);
3. Impact evaluation through nutrition surveys and Operation Timbang Plus and school
nutrition assessment;
4. Use of Nutrition in Emergencies Information Management System and Tools; and
5. Conduct of special studies.
LNCs or LGUs do M&E activities at different administrative level and degrees of complexity. For
instance, some LGUs may already be employing compute software to encode and analyze data
while others would use routine field visits.
An appreciation of M&E should be created (as may be necessary). This could be built by using a
participatory approach to M&E wherein stakeholders are made to understand that it is a
reasoning process for all, is essential for quality programming, and is not a faultfinding mission.
The implementation of an M&E system is necessary to determine accomplishments and areas
of improvement of LGUs regarding the implementation of LNAP.
Exercise 4.8. Preparing Monitoring and

Evaluation Plan
Using the objectives developed in previous lessons, develop the M and E plan for the LNAP
using Worksheet 5.

LESSON 8
Packaging and Adopting the LNAP
1. Identify how the LNAP should be packaged; and

2. Describe the importance of adopting the LNAP.
Packaging the LNAP

A sample format of an LNAP is shown in Box 4.1. The LNAP document includes a write-up of the
nutrition situation and the description of the program that will be implemented. The LNAP
should be properly packaged, i.e., well-written, clear and comprehensive, correct entries, duly
signed by the members of the LNC before submission to the LCE, SB/SP and other agencies.
Box. 4.3. Outline for the three-year LNAP(b)
The (Year 1 to 3) Provincial/City/Municipal Nutrition Action Plan
Province/City/Municipality of ___________
1. Cover Page with Logo of the LGU

2. Table of Contents
3. Acronyms
4. Message from the Provincial Governor/Mayor as Chairperson of the Provincial/Municipal/City Nutrition
Committee
5. Message from the Vice-Chairperson of the Provincial/Municipal/City Nutrition Committee (as applicable)
6. Provincial/Municipal/City Nutrition Committee Resolution Adopting the LNAP (Year 1 to 3)
Chapters of the LNAP
I. Introduction
II. Vision and Mission
III. Provincial/Municipal/City Nutrition Situation Analysis
IV. 2022 Outcome Targets
V. The LNAP 2020-2022 Projects
VI. The LNAP Implementation Plan
VII. Estimates of Budgetary Requirements
a. Table 1. Summary of Budgetary Requirements by Program, 2020-2022
b. Table 2. Summary of Budgetary Requirements by Program, Project, by Year
c. Table 3. Summary of Budget Estimates, Funded (with Fund Source) and Unfunded by Program, Projects,
2020-2022
VIII. Resource Mobilization Strategy
IX. Arrangements for Organization and Coordination
X. Monitoring and Evaluation Scheme
Annexes: Project Briefs

Adopting the LNAP
The LNAP should be adopted by the LGU as an integral part of the LDP and AIP. The following
are the steps in the adoption of the Plan:
1. Approval of the LNC Chair and members
2. Integration in the LDP and AIP
3. Approval of LNAP as part of LDP and AIP by the SP/SB
It is most important that LNAP is integrated in the LDP and AIP to ensure funding. A sample
policy along adoption of LNAP can be found here.
Exercise 4.9. Your Draft LNAP

Using the completed exercises in this Module, prepare the draft LNAP of your respective LGU.
You may complete your LGU’s draft LNAP by inserting your accomplished exercises using this
format. An example of an approved LNAP can be accessed here.

LESSON 9
Understanding Sustainability
1. define sustainability; and

2. understand the key areas in sustainability.
Understanding Sustainability
Sustainability can be traced from the term “Sustainable Development.” This term has
been adopted globally to underpin the objectives of economic development, efficient use of
all-natural resources, and environment presentation over time.
Sustainability means that nutrition interventions should become self-supporting within a

reasonable period of time. Nutrition interventions should rely on the regular services of local
institutions and stakeholders.
Nutrition interventions can be programs that last or can be continued (if applicable). It must
be a program that continues to exist and serve the community even when outside assistance
has been withdrawn.
Sustainability is a key criterion for evaluating the success or failure of nutrition interventions
(Table 4.12).
Table 4.12. Key Areas of Sustainability.

Sustainability Description
Presence of an organization that is tasked to continue to undertake the
Institutional functions. For example, a nutrition office established with permanent
staff including NAOs, D/CNPCs, and support staff.
Continuous availability of resources that will ensure the continuity of the
programs. For example, budget for the LNAP is taken from the general
fund of the LGU.
Resource Furthermore, as mentioned in Module 3, the LNAP must be integrated in

various development plans to secure funding source (e.g., PDPFP, AIP,
CDP). The NAO must ensure that nutrition is visible in all processes
involved, including even the dates for such processes indicated in the
Synchronized Local Planning and Budgeting Calendar (SLPBC)
Technical Availability of technology and technical capability of human resource to

sustain the program or intervention. Training and orientations with

Sustainability Description
adequate human resources are provided. For example, regular training
among NAOs and BNSs and members of the LNC.
Continuous acceptance and patronage of stakeholders to the
program/service. For example, breastfeeding support groups are active
Social
where mothers who were given support also help other mothers to
breastfeed
Continuous implementation of nutrition intervention without the risk of
harming the environment. For example, promotion of breastfeeding
Environmental
does not damage the environment unlike bottle-feeding.

Module 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 4

Uploaded by

Copyright:

Available Formats

Phase 1 of NPM: Plan Preparation and Adoption 1

In the previous modules, you

Selection of interventions, preparation of the detailed plan of operation, designing monitoring

Phase 1 of NPM: Plan Preparation and Adoption 2

4.1 Complete the Tables

Phase 1 of NPM: Plan Preparation and Adoption 3

Phase 1 of NPM: Plan Preparation and Adoption 4

4.1 Summary of Activities in the Phase 1 of the NPM Cycle 10

Phase 1 of NPM: Plan Preparation and Adoption 5

4.1 Annual Investment Plan (AIP) 45

Figure Title Page

4.1 Nutrition workers from the National Capital Region 2

Phase 1 of NPM: Plan Preparation and Adoption 6

Phase 1 of NPM: Plan Preparation and Adoption 7

Phase 1 of NPM: Plan Preparation and Adoption 8

After completing Lesson 1, you should be able to:

1. enumerate activities included in nutrition planning;

The Concept of Planning

Phase 1 of NPM: Plan Preparation and Adoption 9

Activities in the Planning Phase of the NPM Cycle

Phase 1 of NPM: Plan Preparation and Adoption 10

Phase 1 of NPM: Plan Preparation and Adoption 11

1. Cover Page with Logo of the LGU

Chapters of the LNAP

Phase 1 of NPM: Plan Preparation and Adoption 12

Suggested Activities/ Meetings and Expected Outputs

Phase 1 of NPM: Plan Preparation and Adoption 13

Phase 1 of NPM: Plan Preparation and Adoption 14

After completing Lesson 2, you should be able to:

1. define nutrition assessment and explain its scope;

The Concept of Planning

a. What forms of malnutrition exist?

2. Nutritional assessment should be done to establish the forms of malnutrition existing in

Phase 1 of NPM: Plan Preparation and Adoption 15

Phase 1 of NPM: Plan Preparation and Adoption 16

6. Results of the situational analysis will be essential in:

Collecting and Analyzing Data

Phase 1 of NPM: Plan Preparation and Adoption 17

Phase 1 of NPM: Plan Preparation and Adoption 18

Phase 1 of NPM: Plan Preparation and Adoption 19

Phase 1 of NPM: Plan Preparation and Adoption 20

In assessing resources be guided

Phase 1 of NPM: Plan Preparation and Adoption 21

Proportion of pregnant women given complete iron with folic

Percentage of women receiving two or more tetanus toxoid

Percentage of births delivered in a health facility FHSIS

Percentage distribution of infants 6-11 months old given iron FHSIS

Percentage of children aged 12-59 months given Vitamin A FHSIS

Mean duration of exclusive breastfeeding* NNS

Percentage of children 6-23 months meeting the Minimum Meal

Percentage of children 6-23 months meeting the Minimum

Phase 1 of NPM: Plan Preparation and Adoption 22

Phase 1 of NPM: Plan Preparation and Adoption 23

Figure 4.3. Sample of a Modified Problem Tree of Stunted Children 0 - 59-month-old.

Congratulations! You passed Lesson 2.

Exercise 4.1. Complete the Tables

Selected indicators of Services and Care In your

Phase 1 of NPM: Plan Preparation and Adoption 24

Phase 1 of NPM: Plan Preparation and Adoption 25

Other data available:

Phase 1 of NPM: Plan Preparation and Adoption 26

Phase 1 of NPM: Plan Preparation and Adoption 27

Phase 1 of NPM: Plan Preparation and Adoption 28

Phase 1 of NPM: Plan Preparation and Adoption 29