|Nutrition education for the public. Discussion papers of the FAO Expert Consultation (Rome, Italy, 18-22 September 1995) - FAO Food and Nutrition Paper 62 - (1997)|
|Past experiences and needs for nutrition education: Summary and conclusions of nine case studies|
|Summary of case studies|
|Case study 1: Evaluation of a nutrition education programme in Oman2|
|Case study 2: Public education campaign in the English-speaking Caribbean on food safety and control3|
|Case study 3: Nutrition information and food labels as an aid in nutrition education of society in Poland4|
|Case study 4: The Pacific5|
|Case study 5: Federal Republic of Germany. Nutrition education, information and advice in the new states since 19906|
|Case study 6: Republic of Niger. Public nutrition and nutrition education experience and requirements7|
|Case study 7: India. The Tamil Nadu Nutrition Project. A case study of the communication component8|
|Case study 8: Ecuador. School vegetable gardens in the rural Andes. A school nutrition education experiment as part of a global community project9|
|Case study 9: Philippines. The LAKASS programme in the Philippines10|
|Discussion and conclusions|
|A framework for nutrition education programmes|
|Part one: A framework for planning nutrition education programmes (Barbara Smith)|
|Part two: A framework for the implementation of nutrition education programmes (Suttilak Smitasiri)|
|Education and communication strategies for different groups and settings|
|Strategies for community out-reach|
|Mass media and social communication|
|Training needs for nutrition education: Guidelines for in-service training of nutrition educators|
|Training trainers and nutrition educators|
|Training programmes for nutrition educators|
|Evaluation of nutrition education programmes: Implications for programme planners and evaluators|
|The purpose of evaluation|
|Developing an evaluation system|
|Qualitative versus quantitative methodologies|
|Skills needed in evaluation|
|New developments in nutrition education utilising computer technology|
|Linkage applications and the global information highway|
|Issues in computer hardware, software and training for nutrition educators|
|FAO technical papers|
(i) Integrate evaluation in the programme from the planning phase.
(ii) Clarify the purpose of the evaluation.
(iii) Develop an evaluation system which takes account of all phases of the nutrition education project.
(iv) Decide if the evaluation should be internal or external, or both.
(v) When evaluating inputs, make sure that programme objectives are properly specified and that they contain criteria, and that the activities are relevant and feasible.
(vi) When evaluating impact of nutrition education on diet, use combined dietary assessment methods in order to improve validity.
(vii) Use multiple methods (triangulation) in data collection and analyses. This will strengthen the validity of findings if the results produced by different methods are congruent.
(viii) In analyses, be careful to control for extraneous confounding factors and bias.
(ix) In efficiency analyses, select a cost-effectiveness analysis rather than a cost-benefit analysis because it is more appropriate for nutrition education programmes.
(x) In internal evaluation, assess the competence of the evaluator(s) needed for the evaluation. Be open to hiring consultants who are experts in methods not available in the programme, or for training of programme personnel.
(xi) Evaluation should be part of further training for nutrition personnel, and training in evaluation methodology should be provided for programme personnel.
(xii) Resources for evaluation should be specified in the general budget for nutrition education programmes.
(xiii) Adequate time should be allocated to nutrition education programmes, with the timing of the evaluation clearly identified.
(xiv) Make a plan for dissemination of the evaluation results and ensure that they are presented in ways which correspond to the needs and competencies of the relevant stakeholders.