TRAINING on Basic Course for

Barangay Nutrition
Scholars
San Joaquin, Iloilo | June 22-23,2023
 GROUND RULES FOR A FACE-TO-FACE TRAINING
•PHONES ON SILENT OR BUZZ
•NO LOOKING AT PHONES IN THE SESSIONS
•ONE PERSON TALKING AT A TIME (OBSERVE COMMUNICATION TRAFFIC)

•KEEP TO TOPIC
•RESPECT OTHER PEOPLE’S CONTRIBUTIONS
•CONFIDENTIALITY
INVOCATION &
NATIONAL
ANTHEM
 Lord, send the radiance of your light to shine in our hearts.
Grant us wisdom in our decisions, courage to rise from our mistakes,
devotion to our duties, and willingness to share and cooperate for the
good of our families, our community and our country.

Give us the grace to love what is true, to respect others, and to serve
with urgency.
Preserve us from false pride and selfish works and help us to live in
peace with one another and keep us intent on doing good. Help us to
remember that nothing is going to happen to us today that together we
can’t handle.

Above all, make us true to your teachings; keep us free from error and
sin.

We ask this through our Lord Jesus Christ, your Son,

who lives and reigns with you and the Holy Spirit,
one God, forever and ever.

Amen.
ACKNOWLEDGEMENT
OF
PARTICIPANTS
 PROGRAM OF ACTIVITIES
(DAY 1)

TIME TOPIC/ACTIVITY PERSON

RESPONSIBLE

8:00-8:15 AM REGISTRATION LGU SECRETARIAT

8:15-8:25 AM INVOCATION &

NATIONAL ANTHEM

8:25-8:30 AM ACKNOWLEDGEMENT OF PARTICIPANTS

8:30:9:30 AM THE BARANGAY NUTRITION SCHOLAR PROGRAM RESOURCE SPEAKER

9:30- 10:30 AM ROLES AND FUNCTIONS OF A BNS RESOURCE SPEAKER

10:30-11:30 AM CORE VALUES OF A BNS RESOURCE SPEAKER

DEVELOPING SKILLS OF THE BNS

11:30-1:00 PM LUNCH BREAK

 PROGRAM OF ACTIVITIES

TIME TOPIC/ACTIVITY PERSON

RESPONSIBLE

1:00-2:30 PM NUTRITION PROGRAM MANAGEMENT PRINCIPLE RESOURCE SPEAKER

2:30-2:45 PM MOBILIZER RESOURCE SPEAKER

2:45-3:2O PM SITUATING THE BARANGAY NUTRITION PROGRAM IN THE LOCAL RESOURCE SPEAKER
DEVELOPMENT SYSTEM

3:20-4:00 PM THE BNC: ORGANIZE, RESOURCE SPEAKER

MOBILIZE OR REACTIVATE

PHOTO-OP

END OF DAY 1
 PROGRAM OF ACTIVITIES
(DAY 2)

TIME TOPIC/ACTIVITY PERSON

RESPONSIBLE

8:00-8:15 AM REGISTRATION LGU SECRETARIAT

8:15-8:30 AM RECAP OF PREVIOUS SESSION RESOURCE SPEAKER

8:30-9:30 am THE BARANGAY NUTRITION SCHOLAR IN ACTION and THE RESOURCE SPEAKER
BNS IN ASSESSING THE BARANGAY NUTRITION
SITUATION

9:30-10:00 EXERCISE: RETURN DEMO ANTHROPOMETRIC RESOURCE SPEAKER

MEASUREMENT

10:30-10:50 am E-OPT TEMPLATE orientation RESOURCE SPEAKER

11:00-11:30 am SPOT MAP & BNAP ORIENTATION RESOURCE SPEAKER

LUNCH BREAK
 PROGRAM OF ACTIVITIES
(DAY 2)

TIME TOPIC/ACTIVITY PERSON

RESPONSIBLE

1:00-1:30 pm WHY BREASTFEEDING IS IMPORTANT RESOURCE SPEAKER

1:30- 1:45 pm MOBILIZER BREAK PARTICIPANTS

1:50-2:10 pm HOW BREASFEEDING WORKS RESOURCE SPEAKER

2:10-3:30 pm IMPORTANCE OF THE HEALTH AND NUTRITION OF THE MOTHER RESOURCE SPEAKER
AND CHILD IN THE FIRST 1000 DAYS

3:30-4:00 PM Post test/evaluation RESOURCE SPEAKER

PHOTO-OP

END OF DAY 2
Module 1
THE BARANGAY NUTRITION
SCHOLAR PROGRAM
Presidential Decree
1569
“Strengthening the
Barangay Nutrition
Program by Providing for a
Barangay Nutrition Scholar
in Every Barangay,
Providing Funds therefore,
and for Other Purposes”
 Presidential Decree
1569
✔ June 11, 1978
✔ One BNS per barangay
✔ Work: at least one year
14
 Presidential Decree
1569
A designated D/CNPC shall:
✔ monitor the progress of the
program,
✔ identify its problem, and
✔ recommend possible solutions.
 Rationale for
Implementing
the
✔ Many Filipinos are suffering
BNS program
from malnutrition
✔ Increasing number of people
who have to be reached by
health and nutrition
intervention programs
✔ Inadequate human resources to
deliver the nutrition and related
services
 Overview
BNS Program
Is a strategy
One trained community worker per barangay

Delivery of basic nutrition and related health services

Calls for active community participation

Designing and implementing an action plan for the
barangay through the BNS
 Persons involved
in the BNS
program
✔LCEs (Governor/Mayor/Brgy. Captain)
✔PNAO
✔CNAO
✔MNAO
✔D/CNPC
 Organizations Involved
in the BNS Program
NNC

RNC RNC
RNPC
PNC CNC
Governor City
Mayor
PNAO CNAO
MNC
Mayor
MNAO D/CNPC

BNC BNC
BNS
Administrative supervision
Coordination
Technical supervision and
NNC, 1981
continuing education
Activity 3
Knowing the BNS as a
Volunteer and as a
Scholar
 PD 1569. Section 2
“The Barangay Nutrition Scholar
shall be a barangay-based
volunteer worker

responsible for delivering nutrition services

and other related activities such as community
health, backyard food production,
environmental sanitation, culture, mental
feeding, and family planning to the barangay.”
 PD 1569. Section 2
volunteer

He/she is delivering
He/she has to continue to nutrition and related
learn and upgrade his/her
services to the community
knowledge in order to
without compensation.
perform his/her roles in
community nutrition work.
scholar
 I am a scholar! I am a volunteer!

I am a BNS!
Session 3
ROLES AND
FUNCTIONS OF A BNS
 Roles and Functions
P lanning
C oordination
A dvocacy
Implementation
M onitoring & evaluation
R esource mobilization
D ocumentation
 Roles and Functions
P✔ assists the barangay chairperson in
lanning

organizing or reactivating the BNC

✔ initiates and assists the BNC in the
formulation of the BNAP
 Roles and Functions
C oordination
✔ initiates meetings of the BNC and submit minutes of the
meeting
✔ facilitates nutrition-related meetings
✔ coordinates implementation of nutrition intervention
activities
✔ refers clients to appropriate service providers

A dvocacy
✔ promotes and advocates nutrition
programs
 Roles and Functions
I
mplementation
✔ counsels the mothers of children whose weights have
decreased or children who have not gained weight & also
visit beneficiaries who fail to attend weighing
✔ conducts annual weighing of all children/ OPT (0-59
months old)
✔ provides basic nutrition and health information to
mothers of underweight children and refers to health
centers, clinics or hospitals
 Roles and Functions
Implementation
✔ distributes and/or sells food commodities and
vitamin/mineral supplements
✔ conducts or assists in conducting systematic nutrition
and health education classes to mothers
✔ promotes the construction and proper and continued
use of sanitary toilets
✔ campaigns for the eradication of breeding places for
insects and rodents that are carriers of diseases
 Roles and Functions
I
mplementation
✔ refers household water sources of doubtful quality to
the RHU
✔ distributes available seeds and seedlings
✔ refers eligible targets to feeding programs
✔ distributes available vitamin/mineral supplements
 Roles and Functions
Implementation
✔ advises families of possible resources for food
production
✔ recommends food crops to be produced for home
consumption
 Roles and Functions
M onitoring & evaluation
✔ monitors implementation of nutrition and
nutrition-related laws, ordinances and policies
✔ provides feedback/updates to the BNC, C/MNAO
and D/CNPC thru meeting
✔ monitors nutritional status, informs, monitors and
follows-up mothers/caregivers/ parents of
beneficiaries and resource persons to attend the
food supplementation activities
 Roles and Functions
R esource mobilization
✔ mobilizes and generates human and
financial resources in coordination with
the BNC

D ocumentation & record-keeping

✔ prepares minutes or highlights of meetings dutifully and promptly,
prepare brief write-ups and diaries (i.e. BNS diary) and take photos of
important activities
✔ ensures the preservation of data for evidential purposes, accurate and
efficient updating, timely availability, and control of access to them by
the LNC members
 KEY POINTS
✔ roles and functions of the BNS are along
NPM
✔ the roles and functions have evolved
✔ BNS is the point person on nutrition in the
barangay
Differentiating the Roles
and Functions of BNS and
other Barangay-based
workers
 Legal Basis
BNS BHW BNAO
PD 1569 RA. 7883
The Philippine
Strengthening the Barangay An act granting benefits and Nutrition Program
Nutrition Program by providing a incentives to accredit Barangay Implementing
Barangay Nutrition Scholar in Health Workers and for other Guidelines
barangay, providing funds purposes
therefore, and for other
purposes
 KEY POINT
✔ The roles and functions of BNS, BHW
and BNAO should be complementary.
Session 4
CORE VALUES OF A BNS
 Values
A set of principles that defines a
person as an individual
 Values

Equity
Excellence
Efficiency in work

Respect
Transparency for
human
rights

Integrity Accountability

InTEEERAct
 Desirable Traits
of Nutrition
Workers
✔Approachable ✔Dependable ✔Willing to learn

✔Assertive ✔Diligent ✔Persevering

✔Persistent
✔Committed ✔Emphatic
✔Proactive
✔Courteous ✔Hard working ✔Punctual
✔Creative ✔Humble ✔Resourceful
✔Respectful
✔Credible ✔Industrious
✔Sincere
✔Decisive ✔Open-minded ✔Thrifty
✔Team Player ✔Patient
 Applying the Core Values
and Traits of a BNS
Examples (Annex 1.4)
Integrity
When LCEs appoint or designate nutrition
workers; conducting monitoring and evaluation
of nutrition program and project
implementation.
 Examples (Annex
1.4)
Transparency
Can be applied in financial transactions, official
functions, and communications

Efficiency
Implementation of correct/appropriate
nutrition interventions at the right time; being
resourceful and creative.
 Examples (Annex
1.4)
Equity
Advocate to LCEs for the most needy and at risk
instead of political affiliation.

Excellence in work
Apply in all activities even if in regular or
routine office work; re-echoing of trainings and
seminars
 Examples (Annex
1.4)
Respect for human rights
Apply during the LNAP formulation.

Accountability
Proper disbursement of funds and reporting and
documentation; people assigned to specific activity
should be responsible in the implementation and
results of the activity.
 KEY POINT
A BNS should strive to possess these
core values and desirable traits.
Module 3
DEVELOPING SKILLS
OF THE BNS
 What is
communication?

Communication is “sharing of
ideas, skills or feelings with others”
 Elements of the
Communication
Process
S ource : the sender
Message : also known as the subject
C hannel : the media
R eceiver : recipient of the message
E ffect : reply or reaction
F eedback :transmitting
process of
the effect
 Forms of
Communication
Verbal Non-verbal
1. Oral 1. Overall body
language
2. Written
2. Facial expressions
Teaching
vs.
Advising
 Teaching
The process of sharing
information

Advising
Giving possible options
 KEY POINTS
✔ Communication skills are needed by the BNSs in performing
their roles and functions

✔ For successful communication with clients and other

stakeholders, BNSs should know how to use verbal and non-
verbal communication skills.

✔ Other listening and learning skills such as reflecting back,

avoiding use of judgmental words and empathy are also
necessary in effective counseling.
Session 2
PRESENTATION SKILLS
 Presentati
on
a practice of showing and explaining the
content of a topic to an audience or learner
 Steps in Presentation

2 Actual delivery

1 Conceptualization
and preparation
KEY POINT
Practice can
develop BNSs’
presentation skills.
Session 3
ADVOCACY SKILLS
 Nutrition
Advocacy
convincing, persuading,
and motivating
individuals, groups and
organizations that there
is a nutritional problem
and there are ways to
solve malnutrition
 Elements (ABCDE)
of Advocacy
A
Audience : WHO to advocate

B
Behavior : VIEW of the audience
regarding the issue
 Elements (ABCDE)
of Advocacy
C
Content : what MEDIA to use for
advocacy
D
Design : HOW will the advocacy be
delivered
 Elements (ABCDE)
of Advocacy
E
Evaluation : what is the RESULT of
advocacy
 Considerations When
Formulating Advocacy
Plan
✔ Facts and evidence to support
your case
✔ Anticipate what the decision-
maker might present as
argument, and plan your
responses
✔ Consider how you want to
behave during the meeting
and why
 KEY POINTS
✔ Advocating for nutrition is one of the most challenging roles of BNSs.

✔ Five elements of advocacy (audience, behavior, content, design and

evaluation) that have to be taken into consideration to ensure success.

✔ Effective advocacy work also requires good communication and

presentation skills.

✔ Values and personal characteristics of the advocates are also important

factors in successful advocacy work.
Session 4
DOCUMENTATION,
REPORT WRITING AND
RECORD KEEPING
 Documentation of
Nutrition
Programs
• Provide database of
population to be served
• Note referrals of families for
services
• Record agreements, follow-
through actions and
accomplishments
• Monitoring and evaluation
 Records/Documents
Kept by BNS
▪OPT records ▪Family Profile
▪Master list of clients ▪Accomplishment Report
▪Barangay Nutrition ▪Minutes of BNS meeting
Action Plan ▪Communications
▪Diary
 Suggested Steps in
Organizing
a Good Filing System
5. Make sure the BNC members
know how the files are
organized.
4. Put files in drawer or filing
cabinet
3. Properly label folders/envelopes
2. Place files in folders/ envelopes
1. Decide on how to organize files
KEY POINTS
Documentation, report
writing and record keeping
promote work efficiency
among BNSs.

These skills must be

constantly developed.
Session 5
TIME MANAGEMENT
 KEY POINTS
1. The BNS needs to develop the skill of time
management.

2. Efficient time management helps in the

completion of tasks and better delivery of
services to clients.
3. Practical strategies to efficiently manage time
include:
✔ Prioritizing between major and minor
tasks
✔ Maximizing the use of time through
proper scheduling
Session 6
ORGANIZING SKILLS
a. Organizing means dividing tasks among the
implementers and defining resources to be
used or shared
b. Enables people to establish a course of action
for themselves and others to accomplish
specific results.
Useful in:
✔ prioritizing tasks
✔ avoiding duplication of roles
✔ maximizing people’s time and resources
 KEY POINTS
1. BNSs should have organizing skills.
2. Organizing also involves the use of
facilitating and networking skills which are
also important in conducting nutrition
projects and activities.
Session 7COORDINATING SKILLS
a. Process of harmonious interaction of different
people working together to achieve common
goal or objective
b. Should be done with the participation and
involvement of members of the BNC, NAO,
DNPC, fellow BNSs, and other community
volunteers
 Advantages of
Coordination
1. Brings people together to be concerned and
work for nutrition
2. Maximize the efficient use of resources
3. Help minimize duplication of activities
4. Facilitate the cooperation among BNC members
5. Improved selection of target clients
 MODULE 3 TAKE
HOME MESSAGE
These seven skills presented are interrelated
and are essential for the BNSs to perform
their roles and functions effectively and
efficiently.
LUNCH BREAK
77
Module 4
SITUATING THE BARANGAY
NUTRITION PROGRAM IN
THE LOCAL DEVELOPMENT
SYSTEM
Session 1
NUTRITION PROGRAM
MANAGEMENT:
DEFINITION, PRINCIPLES,
CHARACTERISTICS, AND
USES
 Efforts to Reduce the
Prevalence of
Malnutrition
a. Local Level
✔ Enactment of RA 7160 - the Local Government Code devolved to the
LGUs the delivery of basic services including nutrition

b. National Level
✔ 1987 Philippine Constitution, Article XV Sec. 3
✔ PD 491 or the Nutrition Act of the Philippines
✔ PD 1569 - Strengthening the Barangay Nutrition Scholar Program
✔ Philippine Plan of Action for Nutrition (PPAN)

c. International Level
✔ Pursuance of eight Millennium Development Goals (MDGs)
 Policy
■Transformation of government’s political priorities and principles into
program and courses of action to deliver desired changes
■Can be a law, e.g., Republic Act (RA), Executive Order (EO), and
Presidential Decree (PD), resolution, administrative order (AO),
ordinance or a policy statement
Nutrition
Policy
Nutritio
n
Plan
Nutrition Nutrition
Program Program
1 2
Nutrition Nutrition Nutrition Nutrition
Project |Project Project Project
1.1 1.2 2.1 2.2
Nutrition Nutrition Nutritio Nutrition
n
Activitie Activitie Activitie Activitie
s s s s
 Plan
A cluster of programs that is comprehensive,
long-range in time frame and includes defined
goals, strategies and guidelines for
implementation
Nutritio
n
Policy
Nutrition
Plan
Nutrition Nutrition
Program Program
1 2
Nutrition Nutrition Nutrition Nutrition
Project Project Project Project
1.1 1.2 2.1 2.2
Nutrition Nutrition Nutritio Nutrition
n
Activitie Activitie Activitie Activitie
s s s s
 Program
A set of interrelated projects that presents
personnel, facilities, money, equipment, supplies
and other items directed to accomplish specific
objectives
Nutrition
Policy
Nutritio
n
Plan
Nutrition Nutrition
Program Program
1 2
Nutrition Nutrition Nutrition Nutrition
Project Project Project Project
1.1 1.2 2.1 2.2
Nutrition
Nutritio Nutritio Nutrition
n n
Activitie Activitie Activitie Activitie
s s s
s
 Project
A specific and time-bound set of tasks or
activities undertaken to achieve a given
objective according to a defined budget and
timetable
Nutritio
n
Policy
Nutritio
n
Plan
Nutrition Nutrition
Program Program
1 2
Nutrition Nutrition Nutrition Nutrition
Project |Project Project Project
1.1 1.2 2.1 2.2
Nutrition Nutrition Nutritio Nutritio
n n
Activitie Activitie Activitie Activitie
s s s s
 Activity
A short-term effort performed by one or several
members of a project team

Nutrition
Policy
Nutritio
n
Plan
Nutrition Nutrition
Program Program
1 2
Nutrition Nutrition Nutrition Nutrition
Project |Project Project Project
1.1 1.2 2.1 2.2
Nutrition Nutrition Nutrition Nutrition
Activities Activities Activities Activities
 Hierarchical relationship
of policy, plan, program,
project and activity

Nutrition RA 8976: An Act

Policy Establishing the Philippine
Food Fortification Program
and for Other Purposes
Nutrition Philippine Food Fortification
Plan Strategic Plan

Nutrition Nutrition Sangkap Pinoy Seal (SPS)

Program 1 Program 2 Program

Nutrition Nutrition Nutrition Nutrition

Project 1.1 |Project Project Project 2.2 Promotion among food
1.2 2.1 manufacturers to fortify
their products
Nutrition Nutrition Nutrition Nutrition
Activities Activities Activities Activities Monitoring of products with
SPS in sari-sari stores
 KEY POINTS
a. The “activity” and “project” portions are usually done
at the barangay and municipal/city levels
b. Outputs at the barangay and municipal/city levels
can influence the achievement of programs, plans
and policies at the higher levels
c. Flow of relationship shows the relevance of the
nutrition program implementation at the barangay
and municipal/city levels to the achievement of the
national goals
d. The BNSs are considered prime movers of nutrition.
Activity 2
Understanding Nutrition
Program Management
 Nutrition Program
Management
✔ Decision-making process of identifying potential
nutrition problems and needs of a specific population
group
✔ Analyzing possible ways of preventing and controlling
malnutrition
✔ Allocating resources based on needs and expectations
✔ Taking deliberate action to address nutritional
problems, including those related to monitoring and
evaluation (NNC, 2005)
 Phase 1
Plan, Preparation and
Adoption

Phase 4 Phase 2
Re-planning LNC Action, Activation
and Adjustment

Phase 3
Monitoring and
Evaluation

The Nutrition Program Management Cycle

 Participation

Accountability
Non-discrimination

Transparency
Human Dignity

Empowerment

Rule of Law
P A NTH E R
Principles of NPM
 Principles of NPM
1. Participation (P)
Active participation of
2. Accountability (A) everybody, including the
beneficiaries, and forming
3. Non-discrimination (N)
partnerships in the decision-
4. Transparency (T) making process

5. Human Dignity (H)

6. Empowerment (E)

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A) The LNC is answerable and

responsible for their actions
3. Non-discrimination (N) and decisions.
4. Transparency (T)

5. Human Dignity (H)

6. Empowerment (E)

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A) The LNC should guarantee

3. Non-discrimination (N) access to services to the
groups most vulnerable and
4. Transparency (T) afflicted by malnutrition.

5. Human Dignity (H)

6. Empowerment (E)

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A)
Actions and decisions of the
3. Non-discrimination (N) LNC are visible, clear, and
require public documents
4. Transparency (T)

5. Human Dignity (H)

6. Empowerment (E)

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A)

3. Non-discrimination (N)

4. Transparency (T) Referred to as “Higit sa Lahat Tao”;

non-negotiable and irreversible;
5. Human Dignity (H) recognizes those vulnerable to
human rights deprivation,
6. Empowerment (E)

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A)

3. Non-discrimination (N)

4. Transparency (T)
Respect the people’s capacity to
5. Human Dignity (H) think and act freely for and on their
behalf to create solutions to
6. Empowerment (E) address their own problem

7. Rule of Law (R)

 Principles of NPM
1. Participation (P)

2. Accountability (A)

3. Non-discrimination (N)

4. Transparency (T)

5. Human Dignity (H)

This means “Pag May Katwiran
6. Empowerment (E) Ipaglaban Mo” principle.

7. Rule of Law (R)

 Principles of NPM
1. Participation (P) By being aware with these
principles on NPM, BNSs
2. Accountability (A)
become prepared to be a
3. Non-discrimination (N) NUTRITION ADVOCATE to
4. Transparency (T) their respective barangay
captain and/or mayor.
5. Human Dignity (H)

6. Empowerment (E)

7. Rule of Law (R)

MOBILIZER
BREAK

100
 “I will be
a Nutrition
Advocate!”
Session 2
SITUATING THE BARANGAY
NUTRITION PROGRAM IN THE
LOCAL GOVERNANCE AND
DEVELOPMENT SYSTEM
 National Nutrition Council— Inter-
Governing Board Agency
Chair: DOH Technical
National Nutrition Council—
Secretariat Committe
e
Regional Nutrition Committee
Chair: Regional Director

Provincial Nutrition City

Committee Nutrition
Chair: Governor
Committee
Municipal Nutrition Chair: Mayor
Committee
Chair: Mayor

Barangay Nutrition
Committee
Chair: Barangay Captain
NNC Coordinating Structure
Source: NNC, 2005
National Nutrition Council— Governing
Board
Chair: DOH
National Nutrition Council—
Secretariat

10 Department secretaries

+ 3 Representatives from the

private sector
 Philippine Plan of Action for
Nutrition (PPAN)

Regional Plan of Action for

Nutrition (RPAN)

Provincial Nutrition Action

Plan
(PNAP)
City/Municipal Nutrition
Action Plan (CNAP/MNAP)

Barangay Nutrition Action

Plan
(BNAP)
Nutrition Action Plans at Different Administrative
Levels
 Nutrition Action
Plans
a. Formulated at each administrative level. At the national level,
the PPAN or the country’s framework for nutrition
improvement is formulated.
b. PPAN is translated into actions at the local levels
depending on the nutrition situation of the LGUs.
c. RPAN, PNAP, C/MNAP, and BNAP correspond to plans
prepared at the region, province and city/municipality, and
barangay, respectively
d. Local nutrition plans at the different levels are interrelated
 Nutrition Action
Plans
BNAP may serve as the mechanism to achieve
the nutrition goals at the barangay level. It can
also be considered in the formulation of C/MNAP
to achieve the nutrition goals at the
city/municipal level.
Nationa Philippine Philippine Plan of
l Development Plan Action for Nutrition
(PDP) (PPAN)
Regiona Regional Regional Plan of Action
l Development Plan for Nutrition (RPAN)
(RDP)
Comprehensive Local
Local Development Plan Local Nutrition Action Plan
(CLDP)
• PNAP
Planning Comprehensive Land • C/MNAP
Use Plan (CLUP) • BNAP

Legislation Executive - Legislative Agenda (ELA)

Annual Investment Plan (AIP)

Budgeting
LNAP is a 3-year
Appropriation plan containing
Ordinance
Service objectives and nutrition
Delivery
(Annual
Citizen Budget)
Charter
interventions that will be
implemented to address the
Situatingmalnutrition
and harmonizing problem
the Local at different
Nutritionlevels
Action Plans in the overall local
Nationa Philippine Philippine Plan of
l Development Plan Action for Nutrition
(PDP) (PPAN)
Regiona Regional Regional Plan of Action
l Development Plan for Nutrition (RPAN)
(RDP)
Comprehensive Local
Local Development Plan Local Nutrition Action Plan
(CLDP)
• PNAP
Planning Comprehensive Land • C/MNAP
Use Plan (CLUP) • BNAP

Legislation Executive - Legislative Agenda (ELA)

A document that contains relevant
information
Annualon the frontline
Investment Plan (AIP)
Budgeting
services and goods provided by
Service
LGUs to their constituents
Delivery Citizen Charter

Situating and harmonizing the Local

Nutrition Action Plans in the overall local
development system
Nationa Philippine Philippine Plan of
l Development Plan (PDP) Action for Nutrition
(PPAN)
Regional Regional Plan of
Regiona Action for Nutrition
l Development Plan (RDP)
(RPAN)
Comprehensive Local
Local Development Plan Local Nutrition Action Plan
(CLDP)
• PNAP
Planning Comprehensive Land • C/MNAP
Use Plan (CLUP) • BNAP

Legislation Executive - Legislative Agenda (ELA)

Annual Investment Plan (AIP)

Budgeting
Appropriation Ordinance (Annual Budget)
Service
Delivery Citizen Charter

Situating and harmonizing the Local

Nutrition Action Plans in the overall local
development system
 Local Plans

The Local Government Code mandates LGUs to

prepare two major plans:
✔ Comprehensive Land Use Plan (CLUP)
✔ Comprehensive Development Plans (CDP)
 BNAP in the context of local
development planning
a. The CLDP and LNAPs form part of the regional as well as the
national plans.
✔ The integration of nutrition in CLDP can be made possible by
including a chapter on nutrition.
✔ A budget for nutrition can be specified in the AIP and an annual
budget for nutrition is appropriated.
b. In the case at the barangay level:
✔ Nutrition concerns are incorporated in the barangay development
plan and included in the annual investment for budgeting
 BNAP in the context of local
development planning
c. The barangay captains, members of the
Sanggunian and the BNSs, who are also
members of the barangay nutrition
committee, should be aware of the various
stages and period of the planning cycle.
 KEY POINTS
✔ Nutrition action plans at different
administrative levels are interrelated.
❑ These plans should not be stand-alone but
harmonized.
✔ Working to ensure that nutrition and nutrition-
related services are included in the list of
frontline services should be a priority task of
NAOs.
Session 3
THE BNC: ORGANIZE,
MOBILIZE OR REACTIVATE
Activity 1
Comparing the Barangay
Council, Barangay
Development Council and
Barangay Nutrition
Committee
 Organizational
Structures
Several organizational structures may exist
at the barangay level:
✔ Barangay Council (BC)
✔ Barangay Development Committee
(BDC)
✔ Barangay Nutrition Committee (BNC)
 Duties of the
Chair
of BNC
a. Presides all meetings and
deliberations of the committees
b. Recommends at least one or
more BNS
c. Forms a barangay planning core
group

d. Provides leadership in the formulation,

implementation, supervision and evaluation
of the Barangay nutrition program
e. Secures funds for the nutrition program
 Organizing and/or
Reactivating the BNC
Responsibility of the Department of Interior and
Local Government (DILG)

✔ Based on LOI 441 of 1976 that authorizes DILG

to establish functioning nutrition committees at
different administrative levels.
 KEY
POINTS
✔ The BNS is expected to assist the barangay
captain in organizing the BNC
✔ The BNS can take initiative to request
assistance from the C/MNAO regarding
BNC organization
 Composition of BNC
BC BDC BNC
a.All elected officials a.All elected a. Barangay Chair
in the barangay barangay officials b. President of RIC
b.Sangguniang c. President, PTCA
Kabataan b.Representatives of
d. Head/President, local orgs
c. Appointed Secretary NGOs operating in e. Kagawad on Health
and Treasurer the barangay
d.Appointed Lupong c.Representatives of f. SK Chairperson
Tagapamayapa the congressman g. BNS
of the municipality h. Day Care Worker
i. BNAO
j. School Principal
k. Agriculture Technicians
l. RHM
m. Others as may be
identified
✔ Multi-sectoral composition of the BNC
allows for a wider view and better
understanding of the nutrition problem and
implementation of nutrition programs

✔ Efforts are helpful in the improvement of the

nutrition situation
 Barangay Captain
(BNC Chair)
Barangay Nutrition Action
Officer (BNAO)/Barangay
Councilor on Health, Nutrition and Nutrition Scholar (BNS)
Environmental Sanitation
(BNC Vice-Chair)

Other Barangay Day Care School Principal Representatives

Councilors (by sectoral Worker or Teacher from community-
committee) Coordinator based
• Agriculture organizations,
• Education and Training religious or civic
• Livelihood groups
• Infrastructure
Development
• Youth and Sports
Organizational
Development Structure of
• Peace and Order
BNC
Let us continue our
effort to involve as
many
persons/sectors as
possible and bring
them into the
‘nutrition heart’.
 MODULE 4
TAKE HOME
CONCEPTS
✔ Understanding the local development
system can help facilitate the planning,
implementation and management of
nutrition programs and the integration of
the BNAP in the barangay
bbbdevelopment plan
✔ The programs/projects/activities
identified in the BNAP should be part of
the BDP and AIP.
PHOTO OP…

126
END OF DAY
1…
127
Module 5
THE BARANGAY NUTRITION
SCHOLAR IN ACTION
Session 1
THE ROLES OF BNS IN
BARANGAY NUTRITION
PROGRAM MANAGEMENT
 Nutrition Program
Management
Phase 1
Plan, Preparation
and Adoption

Phase 4 Phase 2
LNC Action, Activation
Re-planning and Adjustment

Phase 3
Monitoring and
Evaluation
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation 1. Organizing the BNC
and Adoption

Phase 2 ✔Assists the barangay chairperson

Implementation
(Action, Activation
and Adjustment) organize or reactivate the BNC
Phase 3
✔May serve as BNAO
Monitoring and
Evaluation ✔Coordinates the activities of BNC
Phase 4
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Assists the BNC in assessing the
Phase 2
Implementation nutrition situation by providing
(Action, Activation
and Adjustment) answers to the following questions:
Phase 3
✔ Who are the malnourished?
Monitoring and
Evaluation ✔ How many are malnourished?
✔ Where are the malnourished?
Phase 4
Sustainability and ✔ Where do they live?
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Phase 2 Assists the BNC in assessing the
Implementation
(Action, Activation
and Adjustment)
nutrition situation by:
✔ preparing tools/information analysis;
Phase 3
Monitoring and
✔ identifying lessons learned in addressing
Evaluation
malnutrition, resources and constraints;
Phase 4
✔ writing the situational analysis
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Phase 2 Participates in setting the SMART
Implementation
(Action, Activation
and Adjustment)
objectives
Phase 3
Monitoring and
Evaluation

Phase 4
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Phase 2 Assists the BNC in selecting
Implementation
(Action, Activation
and Adjustment)
and deciding programs
✔ What nutrition projects should be
Phase 3
Monitoring and considered?
Evaluation ✔ Who will be target clients?
Phase 4
✔ Where will the project be implemented?
Sustainability and
Re-planning
✔ Who will implement the project?
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
2. Formulating the BPAN
and Adoption
Assists the BNC in selecting
Phase 2
Implementation
(Action, Activation
and deciding programs
and Adjustment) ✔ When will the project be implemented?
Phase 3 ✔ What will be the complementary
Monitoring and
Evaluation activities?
✔ How often will the project be
Phase 4
Sustainability and done?
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Phase 2 ▪ Provides assistance to the BNC in
Implementation
(Action, Activation
and Adjustment)
budgetary reqts. for projects &
activities
Phase 3
Monitoring and
Evaluation

Phase 4
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
2. Formulating the BPAN
Phase 2 ▪ Identifies potential sources of
Implementation
(Action, Activation
and Adjustment)
resources needed
▪ Conducts fund raising activities
Phase 3
Monitoring and
Evaluation

Phase 4
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption
1.Identifies and locates target
2.Prepares and updates the master list
Phase 2
Implementation of beneficiaries
(Action, Activation
and Adjustment) 3.Monitors weight of children
Phase 3
4.Provides nutrition and related
Monitoring and
Evaluation services
5.Refers families to service providers
Phase 4
Sustainability and
Re-planning
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption 6.Advocates nutrition investment
Phase 2
7.Attends trainings
Implementation
(Action, Activation 8.Coordinates with D/CNPC &
and Adjustment)
C/MNAO & other workers
Phase 3
Monitoring and
Evaluation
9.Assists the Barangay Secretary
in preparing the minutes of
Phase 4
Sustainability and
Re-planning
meetings
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption 1.Assists in preparing the
Phase 2
minutes of meeting
Implementation
(Action, Activation 2.Documents accomplishments
and Adjustment)
3.Prepares & submits BNS
Phase 3
Monitoring and reports
Evaluation
4.Prepares BNAP quarterly
Phase 4
Sustainability and
Re-planning
accomplishment report
 Roles of BNS in
Barangay NPM
Phase 1
Plan, Preparation
and Adoption

Phase 2
Implementation
Assists in convening the BNC
(Action, Activation
and Adjustment) when re-planning or re-
Phase 3
Monitoring and
targeting is needed
Evaluation

Phase 4
Sustainability and
Re-planning
 KEY POINT
The BNS is involved in every aspect of the
barangay nutrition program
management.
Session 2
THE BNS IN ASSESSING
THE BARANGAY
NUTRITION SITUATION
 Community
Nutrition
Assessment
a. The process of collecting, processing,
analyzing, & interpreting information
on the nutrition problem obtained
from anthropometric, biochemical,
clinical, & dietary methods.
 Methods of
Nutritional
Assessment
1. Direct assessment
✔ anthropometry
✔ clinical
✔ biochemical
2. Indirect assessment
✔ dietary assessment
✔ food production and
availability
✔ vital statistics and other
health data
✔ socio-cultural and
demographic studies
✔ economic studies
 Methods of
Nutritional
Assessment
1. Direct assessment
✔ anthropometry
✔ biochemical measurement of physical
✔ clinical dimensions and gross
2. Indirect assessment composition of the body
✔ dietary assessment
✔ food production and
availability
✔ vital statistics and other
health data
✔ socio-cultural and
demographic studies
✔ economic studies
 Methods of
Nutritional
Assessment
Anthropometry

✔ Weight
• gross composition of the body using weighing
scales

✔ Recumbent Length
• Lengthwise measurement of 0-23 month old
infants & children using infantometer or
length board
 Methods of
Nutritional
Assessment
Anthropometry
✔ Height
• stature of an individual > 2 years old using
height board or microtoise

✔ Mid-upper arm-circumference
• The circumference of the left upper arm,
measured in centimeters using
circumference measuring tapes
 Methods of
Nutritional
Assessment
1. Direct assessment
✔ anthropometry
✔ biochemical
✔ clinical measurement of nutrients
and their metabolites in
2. Indirect assessment the body
✔ dietary assessment
✔ food production and
availability
✔ vital statistics and other
health data
✔ socio-cultural and
demographic studies
✔ economic studies
 Methods of
Nutritional
Assessment
1. Direct assessment
✔ anthropometry ✔ gathering of important
✔ biochemical information on nutrient
✔ clinical intake levels & sources
2. Indirect assessment of nutrients
✔ dietary assessment
✔ food production and
✔ determines the
availability
inadequacy of dietary
✔ vital statistics and other &/or nutrient intakes,
health data
either because of
✔ socio-cultural and primary or secondary
demographic studies
deficiency
✔ economic studies
Activity 2
Preparing the Family
Profile
 Family Profile
A record of basic information about
the preschoolers & the family to which
they belong

Information are useful to prepare the

barangay profile & barangay spot
map.

Essential for nutritional assessment &

planning
 Growth
✔ Weight gain in children
is an indicator of growth.
✔ The most common
method of measuring
growth especially among
children is through
weighing.
 Kinds of Weighing
Scales
Weighing scale Beam Balance Infant Beam Balance
with weighing
pants
 Proper Handling
of Weighing Scale

Hooks complete and in

good condition
 Measuring Weight
Measure at eye level
Measure to the nearest 100g

A hanging scale, a plastic basin,

malong or others may be used as
long as it is secured by at least 4
ropes

The carrier should be close to the

ground
Best if the child would not have
clothes on for weighing, ensure s/he
will not be cold
Always record immediately
Measuring Weight

Standardize scales daily or whenever they are moved:

Set the scale to zero
Weigh three objects of known weight (e.g. 5, 10, and 15
kg) and record the measured weights
Repeat the weighing of these objects and record the
weights again
Check the scales or replace them when there is a
difference of 0.01 kg or more between duplicate
weighing

NOTE: A measured weight differs by 0.01 kg or more from

the known standard
Exercise:
Is this Correct
or Incorrect?
Exercise:

Is this Correct
or Incorrect?

Incorrect.
• Scale not at eye level.
• Child is dressed.
 Use of Beam
Balance
Place the platform scale
firmly on a level surface.

Let the child stand at the

center of the scale platform
without touching anything,
barefoot in light/minimum
clothing, with empty pockets.
 Use of Beam
Balance

When the child is

reasonably still,
measure the weight &
record the reading to
the nearest 0.1kg.
 Weighing Young
Infants and
Struggling Children
Using the beam balance
scale and following the
correct weighing procedure,
obtain the child’s weight by
weighing the mother and the
child together
 Weighing Young
Infants and
Struggling Children
Then, weigh the mother alone.
Subtract the weight of the
mother from the weight of
mother and child to get the
child’s weight.
Record the weight to the
nearest 0.1kg.
 KEY POINTS
✔ Use well-maintained weighing scale
✔ Apply correct weighing techniques to
arrive at correct weight data
Activity 4
Length/Height
Measurement
Measuring Length/Height
Measure length Measure height
• Less than 87 cm (or less than 3 • 87 cm or taller
feet) • 2 years and older
• Less than 2 years • Capable of standing up
• Or those too weak to stand
NOTE:
For children >2 y/o or
≥87cm who are unable to
stand, the LENGTH is
measured and 0.7cm is
deducted from the
measurement.
Measuring Length/Height

Requires a partner to help position

child
Child MUST look straight ahead
with his/her head parallel to the
baseboard
Legs are straight
Feet firmly planted on the foot
plate
Read length/height to the nearest
0.1 cm
Measuring Length

Requires a partner
Use a length board with:
▪a fixed head board and
▪a movable foot plate
Place on a level floor
Remove the child’s socks and
shoes
Remove lower garments/diapers
Remove any worn hair
ornaments
Feet flat, heels against board

170
 How is this position?

171

Department of Health, Philippines

Incorrect!
Incorrect Hand Position.
Hands Pressing against Ears.
Thumbs Pressing on Shoulders.

172

Department of Health, Philippines

How is this position?

173

Department of Health, Philippines

Incorrect!
Incorrect Child Head Position.
Chin against Chest.

174

Department of Health, Philippines

Feet flat, heels against board

175

Department of Health, Philippines

How is this position?

176

Department of Health, Philippines

Correct

177

Department of Health, Philippines

How is this position?

178

Department of Health, Philippines

Incorrect

179

Department of Health, Philippines

Correct or Incorrect?

Department of Health, Philippines

Correct or Incorrect?
Incorrect
• No partner.
• Child's neck is not
straight. Head not
facing forward
• Feet are not flat on
the foot plate.

Department of Health, Philippines

 Measuring Height
• Requires a partner
• Use a height board with
▪ a vertical backboard,
▪ a fixed base board, and
▪ a movable head board
• Place on a level floor
• Remove the child’s socks and
shoes for accurate measurement
• Remove any worn hair
ornaments
Exercise!

What is the
height?
Exercise!

94.2 cm
What is the
height?
Is this position correct or incorrect?

185

Department of Health, Philippines

 Incorrect

186

Department of Health, Philippines

Is this position correct or incorrect?

187

Department of Health, Philippines

 Incorrect

188

Department of Health, Philippines

Measuring Malnutrition

1. Clinical signs
2. Biochemical testing
3. Dietary intake
4. Anthropometry
Determine Age and Sex

Record age and sex

Girls and boys grow and
develop differently
Record Age in months
Determine Age in Months
Date of examination minus date of birth in the
following arrangement: year/month/day
2017 03 14 2016 15 14
2013 11 08 2013 11 08
3 4 06
Borrow 12 months from 2017
Convert 3 years to 36 months
Therefore: Age in months = 40 months
Exercise!
Age in months computation
Demo-Return Demo

Date of Examination: April 18, 2017

Date of birth: October 22, 2014
Date of Examination: April 18, 2017
Date of birth: October 22, 2014

2016 15 48

2017 04 18 2017 04 18
2014 10 22 2014 10 22
2 5 26
Age in months: 29
Measuring Malnutrition
Anthropometry
The study and technique of Basic information and body
taking measurements of the measurements needed to
human body assess an individual’s
anthropometric status
Method to assess growth include:
based on measures of Age
physical characteristics of Sex
the body (e.g. weight, Weight
height, etc.)
Height/Length
Cannot detect micronutrient Mid-Upper Arm
malnutrition
Circumference
Measuring Weight
Measure at eye level
Measure to the nearest 100g
A hanging scale, a plastic basin,
malong or others may be used as
long as it is secured by at least 4
ropes
The carrier should be close to the
ground
Best if the child would not have
clothes on for weighing, ensure s/he
will not be cold
Always record immediately
Measuring Weight

Standardize scales daily or whenever they are moved:

Set the scale to zero
Weigh three objects of known weight (e.g. 5, 10, and 15
kg) and record the measured weights
Repeat the weighing of these objects and record the
weights again
Check the scales or replace them when there is a
difference of 0.01 kg or more between duplicate
weighing

NOTE: A measured weight differs by 0.01 kg or more from

the known standard
Exercise:

Is this Correct
or Incorrect?

Incorrect.
• Scale not at eye level.
• Child is dressed.
Measuring Length/Height
Measure length Measure height
• Less than 87 cm (or less than 3 • 87 cm or taller
feet) • 2 years and older
• Less than 2 years • Capable of standing up
• Or those too weak to stand
NOTE:
For children >2 y/o or
≥87cm who are unable to
stand, the LENGTH is
measured and 0.7cm is
deducted from the
measurement.
Measuring Length/Height

Requires a partner to help

position child
Child MUST look straight ahead
with his/her head parallel to
the baseboard
Legs are straight
Feet firmly planted on the foot
plate
Read length/height to the
nearest 0.1 cm
Measuring Length

Requires a partner
Use a length board with:
▪a fixed head board and
▪a movable foot plate
Place on a level floor
Remove the child’s socks and
shoes
Remove lower garments/diapers
Remove any worn hair
ornaments
Feet flat, heels against board

202
 Measuring Height
• Requires a partner
• Use a height board with
▪ a vertical backboard,
▪ a fixed base board, and
▪ a movable head board
• Place on a level floor
• Remove the child’s socks and
shoes for accurate measurement
• Remove any worn hair
ornaments
Exercise!

94.2 cm
What is the
height?
Determining the Z-score

What is the Z-score?

It is a way to compare a
child’s weight-for-length
(WFL) or weight-for- height
(WFH) to an “average”

Use the WHO Child Growth

Standards Table
▪0-23 months (boys and
girls)
▪24-60 months (boys and
girls)
Remember!

Normal MAM
SAM

WFH Z = Weight for Height Z-score

Steps in determining the Z-score

Do this after measuring weight and

height/length
1. Take note of child’s sex
2. Determine the child’s age (in months preferably)
3. Use the correct WHO Child Growth Standards
Table
4. Round off measured length or height for child's
sex and age in month to the nearest 0.5 cm
Rounding off Length in centimeters (cm):

a. Subtract/Add 0.2 cm up and down from 81 cm

to get the lower and upper limits

80.8
80.9
81
81
81.1
81.2

b. Round off values between 80.8 and 81.2 to 81

Steps in determining the Z-score
Do this after measuring weight and height/length:
Locate the length/height on the correct WHO Growth Standard Table

Example: a 25 month old boy with length 66.0 cm and weight 6.3 kg. Use the
CGS form for BOYS ages 24-60 month:

NOTE: see if it is under category

“Severely Wasted”, “Wasted”,
“Normal”, “Overweight” or
“Obese”
 Steps in determining the Z-score
Do this after measuring weight and height/length:

Example: a 25 month old boy with length 66.0 cm and weight 6.3 kg.

✔Note the Z-score

✔Record
✔25 month old boy
✔L 66.0 cm
✔W 6.3 kg
✔WFH Z between -3 and <-2 SD

A> MAM
Exercise!
A 32 month old girl’s height is 95.3 cm and her weight is 10.0 kg.
What is her WFH Z-score?
Do the steps:
1. Secure correct WHO Child Growth
Standards Table for age and sex.
2. Round off height to nearest 0.5 cm.
3. Round off 95.3 cm to 95.5 cm.
4. Locate 95.5 on Table.
5. Locate 10 kg along line i.e. < 10.7
kg
6. Classify nutritional status “severely
wasted” and record.
7. Record Z-score “< -3SD”
8. A> SAM
Measuring the Mid Upper Arm
Circumference (MUAC)
Measured in children older than 6 to 60 months of age
A simple measure of muscle wasting
An independent measure of SAM
Strongly predicts risk of dying from SAM
Measure the MUAC

Always measure Palpate the tip

of the shoulder
the left upper
arm’s midpoint
between shoulder
and elbow
Landmarks – always measure from behind using the
left arm
1. Palpate the tip of the shoulder
2. Palpate the tip of the bent elbow
3. Measure the distance between these two
landmarks.
4. Divide this measurement by 2.
5. This is the midpoint of the upper arm.
6. Assistant marks the spot.
Example:
Measured distance is 15 cm.
15 cm ÷ 2 = 7.5 cm
Mark this point.
Measure the MUAC at this level.
Measuring the MUAC
Remember!

Normal MAM SAM

WFL/H
-2 to + 2 < - 2 to -3 < -3
Z-score
11.5 cm to
MUAC ≥ 12.5 cm < 11.5 cm
12.4 cm
Testing for Edema

Edema – a large amount of fluid gathers so that the tissues look

swollen or puffed up

Bilateral edema is the sign of kwashiorkor, a severe form of acute

malnutrition.

These children are at high risk of dying and need to be treated in a

therapeutic feeding program urgently.
Testing for Edema
To Both Feet:
•Apply normal thumb pressure
for at least three seconds
•If a shallow print persists on
both feet, record as (+) edema

Edema on both feet (i.e. bilateral) is nutritional edema.

What is wrong here?

220
Classification of Acute Malnutrition for children over
6 to 59 months based on WFH / WFL, MUAC, Edema
Activity 5
Computing Age in Months
and Classifying the
Nutritional Status of
Children
Determine Age and Sex

Record age and sex

Girls and boys grow
and develop
differently
Record Age in
months
Determine Age in Months
Date of examination minus date of birth in the
following arrangement: year/month/day
2017 03 14 2016 15 14
2013 11 08 2013 11 08
3 4 06
Borrow 12 months from 2017
Convert 3 years to 36 months
Therefore: Age in months = 40 months
Exercise!
Age in months computation
Demo-Return Demo

Date of Examination:April 18, 2017

Date of birth: October 22, 2014
Date of Examination: April 18, 2017
Date of birth: October 22, 2014

2016 15 48

2017 04 18 2017 04 18
2014 10 22 2014 10 22
2 5 26
Age in months: 29
Exercise!
Age in months computation
Demo-Return Demo

Date of Examination: June 6,

2022
Date of birth: February 2,
2017
Sample 2:

2022 6 6
- 2017 2 2
3 4 4

Age in Months : 40 months

228
Exercise!
Age in months computation
Demo-Return Demo

Date of Examination: March 10, 2022

Date of birth: December 18,
2019
Sample 3:
2021 2+12 14 30 40

2022 3 10
- 2019 12 18
2 2 22
Age in Months : 26 months

230
Classification of
Nutritional Status
of Children
Child Growth
Standards

Weight-for-Age
a. The weight-for-age reflects body
weight relative to the child’s age on a
given day.
 Weight-for-Age
EXAMPLE:

a) A 5-month old girl weighing 5.5 kg

b) A 17-month old girl weighing 7.5 kg
c) A 54-month old boy weighing 25.5 kg
 Length/Height-for-
Age
a. Reflects attained growth in length or height at
the child’s age at a given time.
Can help identify children who are stunted (short)
due to prolonged undernutrition or repeated illness
& those who are tall for their age
 Length/Height-for-
Age
b. To use the length-for age table:

3) Classify the length of the child using

the following categories:
✔ Normal
✔ Short/stunted
✔ Severely short/stunted
✔ Tall
 Length/Height-for-
Age
EXAMPLE:
a) A 5-month old girl with length of 65 cm
b) A 18-month old girl with length of 72.8 cm
c) A 54-month old boy with height of 120 cm
 Weight-for-Length/
Height
a. Reflects body weight in proportion to
attained growth in length or height.

Can help identify children who may be

wasted/thin due to recent illness or
food shortage although chronic
undernutrition or illness can also cause
this condition
 Weight-for-Length/
Height
b. To use the weight-for-length/height
table
1) Look for the point where the child’s
length/height intersects with the actual
weight of the child.
2) Use the appropriate table for boy or girl
 Weight-for-Length/
Height
b. To use the weight-for-length/height
table
3) Classify the weight of the child using the
following categories:
✔ Normal
✔ Wasted/thin
✔ Severely wasted/thin
✔ Overweight
✔ Obese
 Weight-for-Length/
Height
EXAMPLE:

a) A 5-month old girl: Length 65.0 cm weight 6.2 kg

b) A 18-month old girl: Length 72.8 cm weight 7.3 kg
c) A 36-month old girl: Height 92.5 cm weight 18.0 kg
e) A 45-month old boy: Height 110.4 cm weight 13.8 kg
 KEY
POINT

C
OMPUTE (age in months)

LASSIFY (nutritional status)

ORRECTLY
Activity
6Conducting Operation
Timbang (OPT) Plus
Mechanics of OPT Plus in the
Barangay

PREPARATION FOR OPT PLUS CONDUCT OF OPT PLUS PROCESSING OF OPT REPORT
• Post schedule time, date and • Home Visit and • Compute the age in months
venue of the OPT Plus measurement and recording and nutritional status
• Prepare supplies and of weight, length/height of • Record results using OPT Plus
materials to be used the child. Forms
• Prepare masterlist
master listof
of • Refer the mother/caregiver • Update masterlist of
preschooler (PS) in the to the Barangay Health underweight, severely
barangay listed by purok/sitio Center (BHC) if the child is underweight and overweight
• Prepare a copy of the spot obviously underweight, • Submit results to the midwife
map for updating stunted or overweight. for checking

FEEDBACK TO BNC AND C/MNC

• Present the barangay nutrition RECORD AND UPDATE DATABASE
situation to the BNC, i.e. OPT Plus • Encode OPT data in the
result, spot map and family prescribed OPT forms
survey results • Update the spot map (i.e.,
• Develop/Update the modified landmarks in the barangay,
problem tree with the BNC houses of the underweight and
• Furnish the C/MNC copy of OPT severely underweight PS)
Plus results
Roles of BNS in the Phases of OPT
Plus
Phases Roles of BNS
Prep. for OPT a.Coordinate the conduct of activity.
Plus b.Coordinate with RHM the schedule for calibration of
weighing scales & verification of height board before
the activity.
c.Prepare the supplies & materials needed during the
OPT Plus.
d.Inform the community on the schedule of OPT Plus.
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Conduct a. Measure the preschooler’s weight.
of OPT b. Assist the RHM in taking the
Plus length/height of the child and have
someone record the measurement.
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Processing a.Calculate age & determine nutritional
of OPT status of PSC using standard tables on
Report weight-for-age, length/height-for-age, &
weight-for-length/height by writing the
information temporarily in the child’s
name tag & then in the appropriate OPT
forms.
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Processing b.Alternately, if the team has access to
of OPT computer and internet connection,
Report compute age-in-months and assess
nutritional status using the
automated OPT plus Tool (may be
downloaded at www.nnc.gov.ph).
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Recording a.Prepare the summary of OPT Plus
and updating results using OPT Plus Form 1A
data base Barangay Tally & Summary sheet of PSC
measured by age group, sex &
nutritional status; & OPT Plus form B
(List of Priority PSC, 0-59 month old)
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Recording b.Have the OPT Plus results validated
and for accuracy by the
updating RHM/nutritionist-in-charge/ nurse
data base
using OPT Plus forms 1 & 1A.
c.Update the spot map.
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Feed-backing a.Present the counter-checked OPT Plus
to BNC result during the 1 BNC meeting for
st

inclusion of the priority families in the

programs/activities in the barangay.
b.Ask the Barangay Captain, as BNC Chair to
sign the OPT Plus Form 1A to be submitted
to the C/MNC.
 Roles of BNS in
the Phases of
OPT Plus
Phases Roles of BNS
Feedbacking c.Provide the day care worker and
to BNC teacher in Kinder from DepEd
supervised elementary school a copy
of measurements and nutritional
status of children.
Updated
e-Operation Timbang
Plus Tool 2021
Updated as of March 2021
Background
An annual weight-and-height taking
activity through the National Nutrition
Council and the Barangay Nutrition
Scholars (BNS) of local Government units
(LGUs). Beginning in the 1970s, data
from this annual activity has been
collected from each barangay, and
aggregated at the municipal, provincial
and regional levels. This data is then
provided to LGU officials and nutrition
committees for use in food security
planning response.
Operation Timbang (OPT) Plus
⮚ is an Information System at the Barangay Level that
provides information on food insecurity, by tracking
the prevalence of malnutrition among vulnerable
young children in the community.
⮚ OPT Plus helps to identify children who are
underweight, wasted and stunted, or obese; and to
locate families with malnourished children.
⮚ A key feature is the tool’s ability consolidate OPT
Plus data at the municipal, city, provincial and
regional level in a relatively short period of time.
⮚ The e-OPT Tool runs on MS Excel version 2007 or
later. Full Functionality of the tool requires a
licensed version of MS Excel.
 Before you begin – Important Reminders

1. Date format to
use in entering
dates.
Note! Date format
must follow the
mm/dd/yyyy or
dd/mm/yyyy format, if
not, adjustments will
be made with input of:

a. Date of birth
b. Date of weighing
 Before you begin – Important Reminders

3. The
Nut_StatusTool is the
main data entry
worksheet. You can
enter information
one child at a time
into each row or you
can do batch entry
for many children.
 Before you begin – Important Reminders

4. Fill in all
required
information in
the headings
section.
If you are using the e-OPT Tool for the first time

Go to the
‘Nut_StatusTool’
worksheet. Fill up
the necessary
information in the
headings. These
cells are
highlighted in
green.
 If your barangay has used the e-OPT Tool previously
and you wish to update and complete your e-OPT
master list
• Open the e-OPT Tool file that contains the entries from the most recent OPT
Plus done in your barangay.
• Go to the ‘NewEntry&Update’ worksheet from your last OPT Plus. Delete any
duplicate entries and the names of children older than 59 months. These
are the rows that are highlighted in red.

Note! the ‘NewEntry&Update worksheet in earlier versions of the e-

OPT Tool has been renamed to ‘Clean&Update’.
If your barangay already has e-OPT records and you
are preparing for an upcoming e-OPT Plus activity

Open your barangay’s most recent e-OPT Plus File

that contains the list of preschool children and their
details.
Go to the ‘BNS_ Printout worksheet in that file. Type
in the date of the upcoming OPT Plus or house visit
in cell highlighted in green (Cell J2).
If your barangay already has e-OPT records and you
are preparing for an upcoming e-OPT Plus activity

Make a printout of the ‘BNS_Printout’ sheet. This serves as

your pre-printed list of preschool children in your barangay
which you can use to find age-eligible children as you
make rounds in the community. Names of preschoolers are
alphabetically arranged to help you match children and
names. You should also write down the names of new or
previously unlisted children at the end of this list.
 For Using the Clean & Update Worksheet

This worksheet enables you to delete names from the list of

children in your OPT Plus Database, based on the most
recent house- to – house survey. By deleting duplicate
names and children who are already older than 59 months
as of the currents date, you can “clean” and update the list
of preschool children in your barangay or purok/street/block
number
 For Using the Clean & Update Worksheet
Children who are older than 59 months are also
highlighted in red. You can also remove these names from
the list as you clean and update your list of 0-59 months
old children.
 How to remove names of children that are duplicated
or those more than 59 months old

Point a cursor to the row number on the leftmost side of

the screen to the left of Column A. Once you see a black
arrow pointing to the right, click on the mouse once to
highlight the entire row you wish to delete.
Right click on your mouse to see the menu options. Go
to ‘Delete’ and click on your left mouse button to delete
the row.
DO NOT use the ‘Delete’ key on your keyboard.
Once there are no more remaining rows highlighted in
red you can proceed to copy the contents of the entire
worksheet under columns B through G.
 Copying the cleaned masterlist to your clipboard

Hold down your left mouse button to highlight all the

content of the rows and columns with children’s names and
details . Copy all rows, columns and cells that are
highlighted in yellow. After highlighting all the cells for
copying, click on your right mouse button to expand the
menu options.

After right clicking on your mouse, go to the ‘Copy’ option

to put the contents of the worksheets cells you wish to copy
into your clipboard.
Transferring the cleaned list into a new blank e-OPT Tool

Get the latest version of the e-OPT Tool from the NNC website.
Open a blank copy of the e-OPT Tool and transfer the contents
of what you copied in the previous step in the blank ‘Nut_Status
Tool’ worksheet.
First place the mouse cursor in cell B10. Than paste the
contents of the cells copied from the ‘Clean&Update’ (formerly
‘NewEntry&Update‘) source worksheet.

Note! To paste, right click on your mouse and always

choose the
“Paste Values” option.
 Adding new names, details and measurements

Type in the names of the children ( those born during the

past year or those who are new residents in the barangay)
at the end of the list of old names in the ‘Nut_StatusTool’
worksheet.

Determine the actual date when the child was measured

and type this into the ‘Date Measured’ cell (column H).

Type in the latest weight and height measurements of

children. Make sure to enter these under the appropriate
columns and spaces in the ‘Nut_StatusTool’.
New in this Update:

Auto-fill of population data

in the summary worksheet.

Auto-labelling of the
Philippine Standard
Geographic Code (PSGC)
for each barangay.

Population Data are from

DOH – Epidemiology
Bureau estimates for 2021.
New in this Update:

The counts of
mothers/caregivers of children
classified as having
undernutrition as well as
overweight and obesity have
been included in the summary

Note! If a mother/Caregiver
has more than one child
affected, she/he is counted
only once.
New in this Update:

Additional columns have

been added for children 0-23
months old in the summary
table to show the total
number and prevalence in
each of the three nutritional
status indices, WFA, HFA and
WFL/H.
New in this Update:

The tally of children

belonging to indigenous
peoples (IP) groups according
to their nutritional status
classification in each of the
three indices has been added
to the summary table. The
total presented is also
disaggregated by sex.
New in this Update:
 There are 10 print-ready worksheets

1. Summary 6. List of SUW (Severely

2. BNS Print-out Underweight)
3. OPT Form 1A 7. List of St (Stunted)
4. Opt Form B 8. List of SST (Severely Stunted)
5. List of UW (Underweight) 9. List of W (Wasted)
10. List of SW (Severely Wasted)
NOTE! The printable worksheets have been formatted for A4 size paper,
Landscape orientation, however, you can also use other paper sizes,
depending on what is available in your LGUs or Offices.
 Explanatory Notes for
Summary Sheet
This counts the number of children
between 0-59 months of age whose
Number of Children 0-59 months old
nutritional status fall below any of the
affected by Undernutrition
normal cut offs for weight for age, height
for age, or weight for length/ height.

This counts the number of children between 0-

Number of Children 0-59 months old who 59 months of age whose nutritional status falls
are overweight or Obese above any of the normal cut-offs for weight for
age, height for age, or weight for length/height.

This counts the number of children between 0-

Number of Children 0-23 months old 23 months age whose nutritional Status falls
Affected by Undernutrition below any of the normal cuts offs for weight for
age, height for age, or weight for length/ height
 Explanatory Notes for Summary Sheet
Counts the number of mothers/
caregivers who have at least one
Number of Mothers/Caregivers of
child who falls above the normal
Children Affected by
cut-off for weight for age , height
Undernutrition
for age, or weight for length/
height.
Counts the number of
Number of Mothers /Caregivers of mothers/caregivers who at least one
Children Affected by Overweight child who falls above the normal cut-
or Obesity off for weight for age or weight for
length / Height
Counts the number of listed children
0-59 months old who do not have
either weight or height
Number of children with missing
measurements. Children with
weight and/or Height
incomplete measurement are flagged
Measurements
with a yellow- shaded cell in the
 Explanatory Notes for Summary Sheet
Counts the number of listed children
0-59 months old who are missing any
of the following: address or location
of residence, name of mother/
Number of Children with caregiver, IP Status (Whether or not
Incomplete Information child belongs to an indigenous group)
child’s sex, date of birth or date
measured. Children with incomplete
information are flagged with gray in
Column A of Nut_ Status Tool.
If a name of child is repeated and written
Number of Children whose in exactly the same way, this is detected
by the tool as a duplicate and only the first
names are repeated more than
occurrence is included in the total tally in
once; Number of children older the summary table. Similarly, children who
than 59 months are older than 59 months are excluded by
the tool from the total counts.
 Acronyms and Abbreviations

WFA- Weight for Age HFA- Height for Age

UW – Underweight St – Stunted
SUW – Severely SSt – Severely Stunted
Underweight
WFL/H- Weight for
Length/Height
MW – Moderately Wasted
SW – Severely Wasted
OB – Obese
OW – Overweight
Activity
8Preparing a Spot Map
 Spot Map
✔ Tool in program planning,
monitoring, evaluation and
assessment
 Spot Map
a. Aerial view of the
barangay, where the
important
characteristics of the
barangay are indicated

b. Graphical presentation
of the current nutrition
situation of a barangay
 Steps in Preparing
a Spot Map
1 Use the available barangay map

2 Make sure that materials are available:

✔ Illustration board or plywood
✔ paint and paint brush
✔ cartolina
✔ permanent markers
✔ plastic cover
✔ paste or tape
✔ scissors and ruler
 Steps in Preparing
a Spot Map
3 Write the names of neighboring barangays

Draw on the map the existing structures such

4 as school, church, health center,
other markers

For the houses drawn in the map, show/mark

5 the following information by using color
codes/legends
 Steps in Preparing
Color Codes/ Legend: a Spot Map
Yellow with “undernourished” child
Red with “severely undernourished” child

Green with “normal” child

with “overnourished” child
Orange
with pregnant woman
Pink
with lactating women
Violet
0-5 months
White
 Steps in Preparing
Color Codes/ Legend: a Spot Map
Brown 6-11 months
Maroon infants who are exclusively breastfed

Purple infants who are given complementary

food in addition to breastmilk

Blue have a large family size (HH with greater

than 5 members)
Gray without sanitary toilets
Barangay Dalisay
 Sample Houses
for Spot Map

1 2 3 4 5
 Sample Houses
for Spot Map

1 2 3 4 5
 KEY POINTS
Spot map is:
a. a useful tool for assessing the nutrition
situation

b. used for generating action from the

families and the community

c. updated when new data are available

Activity
9Identifying the Nutrition
Problem
and its Causes
 Identification of
Nutritional Problem
✔ Important in describing the nutrition
situation of a barangay.
The BNS can initiate this activity to
involve BNC members or a core group
with technical assistance from the
C/MNAO or D/CNPC.
 Eight Guide Questions
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?
Nutrition Situation of
Barangay________ , S,
Iloilo
 Nutrition Problems
Identified
✔ The nutrition problems identified among
preschool children
• Underweight : 1.46 %
• Wasting : 0.23 %
• Overnutrition: 1.37 %
• Stunting: 3.61 %
List of Possible
Causes of
Undernutrition
 Increased Poor quality of life
mortality/morbidity

Death Illnesses Low Unemployment &

Poor resistance Poor learners functional underemployment
to infection in school literacy

Underweight children,
0-<5 years old

Inadequate Poor health status/

food intake Presence of Illness

Food Inadequate care for mothers Insufficient health

Insecurity and children services, unhealthy
environment

• Inadequate food •Poor infant and young •Limited health

production child feeding practices supplies
• Limited money to buy •Limited knowledge on •Congested area
food child care •Poor sanitation
• Unemployment •Vices of parents •Lack of potable
• Large family size water supply
•Poor personal
hygiene
Activity
11
Writing the Barangay
Nutrition Assessment
Report
 KEY POINTS
✔ Results of a barangay nutritional assessment should
be documented, hence, a write-up of the nutrition
situation is necessary

✔ Report becomes the second part of the BNAP

✔ Role of the BNS is to prepare a write-up of

situational analysis
 Sample Format of the
BNAP
3-Year Barangay Nutrition Action Plan
(Inclusive years)
Barangay: __________________________
1. Introduction
2. The nutrition situation
a. What forms of malnutrition exist?
b. How many are malnourished?
c. Who are malnourished?
d. Where are the malnourished?
e. What are the causes of malnutrition?
f. What have been done to address malnutrition? How effective have these
been?
g. What are the resources available to address malnutrition?
h. What constraints could affect the effective implementation of interventions?
3. Goals and objectives
4. Work plan (How will you go where you want to be?)
5. Monitoring and Evaluation Scheme (How will you measure success/failure?)
6. Budgetary Requirements
 BNAP Format
✔ Introduction may include:
▪ history or legend of the barangay
▪ organizational structure
▪ vision, mission & goals of the
barangay
Session 3
THE BNS IN PLANNING
 Different Levels of
Objectives
GOALS
General statements to aim for but are
not detailed enough for planning
activities

Broad definition of what we wish to

achieve, usually long range, and
composed of objectives
GOAL
 Different Levels of
Objectives
GOAL

To improve the nutrition and health

situation in Barangay Matyas
 Different Levels of
Objectives
OBJECTIVES

statements that one wishes to achieve

within a certain time frame
 Different Levels of
Objectives
GENERAL OUTCOME OBJECTIVE
▪ General statement of the desired change of
the main problem identified
▪ In nutrition planning, the topmost box & the
second level of the problem tree are the basis
of the general/outcome objective
 Different Levels of
Objectives
GENERAL/OUTCOME OBJECTIVE

To reduce the prevalence of underweight

among children 0-6 years old, from 25% to
20% at the end of the third year.
 Different Levels of
Objectives
INPUT OBJECTIVE

To distribute vegetable seeds to 30

households with preschool children
during the first quarter of this year.
 OBJECTIVE SHOULD
BE
S-M-A-R-T:
Specific Objective is concrete, detailed,
focused and well defined

Measureable Gives the amount or rate of change that is expected

in addressing the nutritional problem

Achievable Objectives are attainable and can be done

Realistic Considers available resources

Time-bound Indicates the defined period within which the

objectives will be met
ACTUAL BNAP FORMULATION

BNAP TEMPLATE

313
BNAP Cover

317
Committee

318
BNC E.O Template

319
BNC MEMBERS

320
FORMAT A : BARANGAY PROFILE

321
FORMAT B:Barangay Profile

322
FORMAT B:Barangay Profile
(cont.)

323
Format C: Programs, Projects &
Activities

324
Cont. Format C: Programs, Projects & Activities

325
Cont. Format C: Programs, Projects &
Activities

326
Format D: Time Table Accomplishment Reports of PPAs

327
cont..Format D: Time Table Accomplishment Reports of PPAs

328
cont. .Format D: Time Table Accomplishment Reports of PPAs

329
Thank
You!
 POST
TEST/EVALUATIO
N
ILOILO PROVINCIAL HEALTH OFFICE
ILOILO PROVINCIAL GOVERNMENT
332