Promotion of School Health and Nutrition (POSHAN) Project

1. 1
Proposal on:
Promotion of School Health and Nutrition (POSHAN)-Project
1. Project Outlines;
Project Title Promotion of School Health and Nutrition (POSHAN) Project
Project Description The POSHAN- Project Means to “Promotion of School Health and
Nutrition”. The POSHAN Project (A Pilot Project) for school children
will provide primary health care and nutrition services to school
children of 4 villages in Rautahat district of Nepal. The project is the
public school program specially will focus on school age children. It will
ensure good health, better education outcome and improve the social
equity in cost effective manner
Implementing
Organization/Agency
Public Health Youth Alliance of Nepal (PHYAN)
Partners In Partnership of Child and Women Welfare Society, DPHO, DEO,
Municipality, Schools and Community
Project Area 4 Villages of Rautahat District (Jingadwa, Rajpur, Laxminiya, Jethrahiaya)
Start Date & Durations February 2019 – February 2021 (2 Year Project)
Grants/Funding Agency Save the Children
Target Beneficiaries 4000ples
2. INTRODUCTION/BACKGROUND OF THE PROJECT:
POSHAN is a Nepali word, and such word has meaning of Nutrition. The POSHAN- Project Means to “Promotion of
School Health and Nutrition”. The POSHAN Project (A Pilot Project) for school children will provide primary health
care and nutrition services to school children of 4 villages in Rautahat district of Nepal. The project is the public school
program specially will focus on school age children. It will ensure good health, better education outcome and improve
the social equity in cost effective manner. This project aims to provide health care screening; preventive, Promotive and
curative health services, referral and follow-up, care, build awareness regarding nutrition and preventive health through
CCMT (Child Care, Management and Treatment) Center and School. The Program must is carried out with proper
coordination with child and Women Welfare, Health and Education departments.
This POSHAN Project released to fulfill the requirement of the scheme to ensure Screening and Health check-up,
treatment, referral, follow-up, nutrition services deworming, immunization, awareness and health education and
Counseling services to each and every child through CCMT Center (Child Care, Management and Treatment Center).
The Major Scope of the POSHAN Project will be:
1. School Health Policy
2. Provision of Safe Water and Sanitation
3. School Based-Health Education
4. School Based Health and Nutrition Services Through CCMT Center
5. Gender and Equity
6. Community Advocacy, Capacity Building and Research (CAC-BAR)

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3. JUSTIFICATION/RATIONAL OF THE PROJECT:
Poor health and malnutrition are important underlying factors for low school enrollment, absenteeism, poor
classroom performance, and early school dropout, as reflected in the World Declaration on Education for
All. Programs to achieve good health, hygiene and nutrition at school age are therefore essential to the promotion
of basic education for all children. Good health and nutrition are not only essential inputs but also important
outcomes of basic education of good quality. First, children must be healthy and well-nourished in order to fully
participate in education and gain its maximum benefits. Early childhood care programs and primary schools which
improve children’s health and nutrition can enhance the learning and educational outcomes of school children.
Second, education of good quality can lead to better health and nutrition outcomes for children, especially girls,
and thus for the next generation of children as well. In addition, a healthy, safe and secure school environment can
help protect children from health hazards, abuse and exclusion.
Ensuring that children are healthy and able to learn is an essential component of an effective education system. This
is especially relevant to efforts to achieve education for all in the most deprived areas. Increased enrolment and
reduced absenteeism and drop-out bring more of the poorest and most disadvantaged children to school, many of
whom are girls. It is these children who are often the least healthy and most malnourished, who have the most to
gain educationally from improved health. Effective school health programs that are developed as part of community
partnerships provide one of the most cost-effective ways to reach adolescents and the broader community and are
a sustainable means of promoting healthy practices. Improving the health and learning of school children through
school-based health and nutrition programs will contribute to the development of child-friendly schools and thus to
the promotion of education for all.
In Nepal, most of the children in school-age do not have access to health and nutrition services as health and
nutrition services for the school populace have not come under the priority of the national health programs. The
priority has been given to the health care of under five children and infants for several decades. School health is a
part of the public health program. But public health care providers have a tendency to overlook the school health
due to lack of school health program in Nepal. There is poor connection/link between school and health
institutions for providing health services to the students.
School Health and Nutrition Program is an integrated approach to address health and educational problems of the
students. Studies carried out in many developed and developing countries have shown that School Health and
Nutrition Project is crucial to address many health and nutrition problems such as malnutrition, short-term hunger,
helminthes infection, poor sanitation and food safety, lack of immunizations, poor oral health, infectious and
endemic diseases, problems associated with lack of physical exercise, use of alcohol, tobacco and drugs,
psychological problems and HIV/AIDS and sexually transmitted infections. Health and nutrition interventions among
school children mainly from the poor and disadvantaged communities have substantial impacts on improvement in
cognitive skill and in educational achievements. School Health and Nutrition Program can be the cost-effective and
practical intervention for improving students’ health, school environment and academic performance. Substantial
number of school-age children experiencing health problems might be ameliorated if they were addressed in the
school setting.

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Nepal has more teachers than health care providers, and more schools than clinics/health posts. Schools can play
greater role than other agencies in promoting health of the children and young people when school health and
nutrition programs become integral part of the educational system. Coordinated school health and nutrition
program could create an enabling school environment to ensure better educational achievements and improved
health of the children, and to achieve the government's twin goals: the goals of 'Education for All' and 'Health for
All'. The School Health and Nutrition Program based on encompasses school programs jointly organized by
education and health sectors to enhance health, nutrition and education status of students aged 5- 17 years. The
Government of Nepal has already developed a National School Health and Nutrition Strategy with a goal to
develop physical, mental, emotional and educational status of the school children (GoN, 2006). Despite this, SHNPs
have not been implemented in most of the schools in the country. Therefore, it is essential to develop a minimum
package of SHN Program and implement it throughout the country.
4. Goals :
The main goal of this project is to ensure good health, better education outcome and improve the
social equity in cost effective manner in community by providing preventive, Promotive and curative
health services, referral and follow-up, care, building awareness regarding nutrition and preventive
health through CCMT (Child Care, Management and Treatment) Center at School.
5. OBJECTIVES OF THE PROJECT:
A. General Objective
a. To improve the status of health and Nutrition among school going children of Gorkha district.
b. To reduce the morbidity amongst school children by preventing them from falling prey to the preventable
diseases through CCMT Center (Child Care, Management and Treatment Center) and thus help to reduce
the drop-out rate amongst school children
B. Specific Objectives:
a. Early detection of health related problems in school children and their proper care, management and
treatment through CCMT Center and Referral services
b. To arouse the adequate consciousness about health and hygiene, nutritional and environmental education
amongst school children
c. To impart the health education to school children and teacher
d. To Provide the Preventive, Promotive, Curative, Referral and Follow-up services to the students of Primary,
Middle and Senior secondary classes of the school through medical check-up by CCMT Center.
e. To advice the school authorities on safe drinking water supply, good environmental sanitation and
cleanliness etc. in school.
f. Training of teacher on Promotive Health Care
g. Strengthening of Yoga and Physical education in School for physical fitness.
h. Use innovative methods to spread the “Health Messages” to all by IEC Materials, Health Campaign,
Advocacy meeting, and BCC activities.

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6. PROFILE OF THE PROJECT AREA:
VDC Profile
Jingadwa
Laxminiya
Jethrahiya
Rajpur
7. PROJECT STRATEGY:
(i) Health-related school policies
Health policies in schools, including skills-based health education and the provision of some health services,
can help promote the overall health, hygiene and nutrition of children. But good health policies should go
beyond this to ensure a safe and secure physical environment and a positive psycho-social environment, and
should address issues such as abuse of students, sexual harassment, school violence, and bullying. By
guaranteeing the further education of pregnant schoolgirls and young mothers, school health policies will
help promote inclusion and equity in the school environment. Policies that help to prevent and reduce
harassment by other students and even by teachers, also help to fight against reasons that girls withdraw or
are withdrawn from schools. Policies regarding the health-related practices of teachers and students can
reinforce health education: teachers can act as positive role models for their students, for example, by not
smoking in school. The process of developing and agreeing upon policies draws attention to these issues.
The policies are best developed by involving many levels, including the national level, and teachers, children,
and parents at the school level.
(ii) Provision of safe water and sanitation – the essential first steps towards a healthy physical,
learning environment.
The school environment may damage the health and nutritional status of schoolchildren, particularly if it
increases their exposure to hazards such as infectious disease carried by the water supply. Hygiene
education is meaningless without clean water and adequate sanitation facilities. It is a realistic goal in most
countries to ensure that all schools have access to clean water and sanitation. By providing these facilities,
schools can reinforce the health and hygiene messages, and act as an example to both students and the
wider community. This in turn can lead to a demand for similar facilities from the community. Sound
construction policies will help ensure that facilities address issues such as gender access and privacy.
Separate facilities for girls, particularly adolescent girls, are an important contributing factor to reducing
dropout at menses and even before. Sound maintenance policies will help ensure the continuing safe use of
these facilities
(iii) Skills based Health and Nutrition Education
This approach to health, hygiene and nutrition education focuses upon the development of knowledge,
attitudes, values, and life skills needed to make and act on the most appropriate and positive health-related
decisions. Health in this context extends beyond physical health to include psycho-social and environmental
health issues. Changes in social and behavioral factors have given greater prominence to such health-
related issues as HIV/AIDS, early pregnancy, injuries, violence and tobacco and substance use. Unhealthy
social and behavioral factors not only influence lifestyles, health and nutrition, but also hinder education
opportunities for a growing number of school-age children and adolescents. The development of attitudes
related to gender equity and respect between girls and boys, and the development of specific skills, such as
dealing with peer pressure, are central to effective skills based health education and positive psycho-social

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environments. When individuals have such skills they are more likely to adopt and sustain a healthy lifestyle
during schooling and for the rest of their lives
(iv)School Based Health and Nutrition Services
Schools can effectively deliver some health and nutritional services provided that the services are simple,
safe and familiar, and address problems that are prevalent and recognized as important within the
community. If these criteria are met then the community sees the teacher and school more positively, and
teachers perceive themselves as playing important roles. For example, micronutrient deficiencies and worm
infections may be effectively dealt with by infrequent (six-monthly or annual) oral treatment; changing the
timing of meals, or providing a snack to address short term hunger during school – an important constraint
on learning - can contribute to school performance; and providing spectacles will allow some children to
fully participate in class for the first time.
(v) Gender and Equity:
The POSHAN Program will be covered the all socially and economically disadvantaged groups. This Program will
focus on the need based approach for covering the all people from community.
(vi) Community Advocacy, Capacity building and Research (CAC-BAR):
Different community advocacy meeting, group discussion and seminar and workshop will be done for to
advocate the community people for the health and nutritional status of their children. Likewise different training
regarding build up the knowledge and skills to community people and the school teacher will also organized on
timely.
8. EXPECTED OUTCOME:
After the completion of the project, the following outcome will be achieved.
a. It will ensure good health, better education outcome and improve the social equity in cost effective
manner.
b. Programs will achieve good health, hygiene and nutrition at school age therefore essential to the
promotion of basic health & education for all children.
c. Children will be healthy and well-nourished in order to fully participate in education and gain its
maximum performance
d. Early childhood care programs at primary schools which improve children’s health and nutrition can
enhance the learning and educational outcomes of school children.
e. Education of good quality can lead to better health and nutrition outcomes for children, especially
girls, and thus for the next generation of children as well.
9. PROJECT DESIGN/ACTIVITIES:
Design/Program Activities
1. Child Care,
Management and
Treatment
(CCMT) Center
Establishment in
School
a. Temporary CCMT Center will be established in school
b. Furniture and another commodities for CCMT Center will be supplied
c. ANM/Staff Nurse/BN/BSN/HA will be hired for Providing regular Health
and Nutrition services.
d. Drugs/Medicine will be supply in CCMT Center for regular service
provision
2. Health Related
School Policy
a. School Health and Nutrition Policy
b. Gender Policy/Policy to increase girls school attendance and participation
3. Access of Safe
Water and
a. Safe Water Supply
b. Student Friendly Latrine Construction in School

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Provision of
adequate Sanitation
(School and
Environmental
Sanitation
activities.)
c. Safety School Environment (Adequate light and Ventilation in Class room,
Child friendly bench, steps and so on)
d. Establish Rubbish Collection Points in School.
e. Construct/ rehabilitate water points for safe water.
f. Provide support for water purification
g. Conduct activities for improved hygiene
h. Train Students on WASH using IEC materials
i. Distribute hygiene kits to students for hygiene motivation.
j. Conduct demonstrations on hand-washing.
k.
4. School Based
Health and
Nutrition Services
a. Screening, Early Diagnosis Care, Management, Treatment, Referral and
Follow-up Services.
b. Height and Weight Measurements for Nutrition Status.
c. Child Immunization Program.
d. School Deworming and Iron Supplementation Program
e. Nutritional Interventions
f. First Aid Services
g. Medical/ Drugs Supplies
h. Physical Activities/Physical Training (P.T.) and Games.
i. Regular Health Check-up
j. Health Library Corner Establishment
k. Health Mela (Festivals)/Health Mobile Campaign
l. School Feeding/Tiffin Program (Healthy Eating)
m. Health Championship Program
n. Awareness through IEC, Radio Program, TV program, Video forecasting,
Case Story,
o. Establishment of Kitchen Garden in School for promotion of child
nutrition.
p. Conduct national/international health campaigns
q. Recording and Reporting to DHO/DPHO through Health Post or PHCCs.
r. Nutrition assessment
s. Nutrition counseling
t. Micronutrient supplementation (if needed)
u. Food provision (if needed)
v. Food safety and hygiene
w. Physical activity
x. Psychosocial support
y. Referral to other services
5. Life Skill Based
Health Hygiene
and Nutrition
Education
a. Use of Participatory ,Practical and Skill Oriented Teaching Approaches to
Health, Sanitation and Nutrition Education
b. Inclusion of Local Contents in Health Education.
c. Production Distribution and use of Low cost Teaching/IEC Materials
d. Establishment of IEC Corner in School.
e. Daily and weekly checking of Personal Health and Hygiene Using
Attendance Register with daily Checklist.
f. Extra-Curricular Health and Nutrition Activities.
g. Celebration of School Health and Nutrition (SHN) week.
h. Formation and Mobilization of CHIELD Clubs (Child Health Intervention,
Education Learning and Development Clubs) in school.
6. Gender and
Equality
a. Building girls Charter for school safety/non discrimination
b. Zero tolerance for violence and harassment
c. Gender and Power analysis
d. Gender Advocacy
e. Peer Education

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f. CHIELD (Child Health Intervention, Education Learning and
Development) Club/ School Club Formation
g. Child Club Mobilization.
7. Advocacy, Capacity
Building and
research
a. Coordinated and Collaborated Efforts for Maximum School Health and
Nutrition Program.
 Formation of District School Health and Nutrition Coordination
Committee (DSHNCC)
 Recruitment/Assignment of District School Health and Nutrition
Coordinator
 Formation of School Health and Nutrition Committee at the School
Level
 Assignment of Focal Teacher in Each School
 Preparation of Annual Action Plans of Child Club and SHNP
 Partnership between the School and Local Health institution
 Coordination between School and Community Including PTA, CBOs
and Clubs
 Collaboration between School and Local Governing Bodies (VDC,
Municipality, DDC)
 Coordination between DEO, D/PHO and DWSS Division Including
NGOs
 Review/Planning Meeting in Education Sector (at RC and district level)
and in Health Sector (Ilaka and District level)
 Integration of SHNPs with School Improvement Plan (SIP)
b. Development of new teaching and Learning methods
c. Development of Communicational and Interpersonal Skills
d. Development of Decisions making and Critical Thinking Skills
e. Development of Coping and Self-Management Skills
f. Research Activities
10. Detail Plan of Action:
S.N Program Activities 1st Year 2nd
Year
3rd Year
1 Child Care, Management
and Treatment (CCMT)
Center Establishment in
School
a. Temporary CCMT Center will
be established in school
b. Furniture and another
commodities for CCMT Center
will be supplied
c. ANM/Staff Nurse/BN/BSN/HA
will be hired for Providing
regular Health and Nutrition
services.
d. Drugs/Medicine will be supply in
CCMT Center for regular
service provision

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2. Health Related School
Policy
a. School Health and Nutrition
Policy
b. Gender Policy/Policy to increase
girls school attendance and
participation
3 School Based Health and
Nutrition Services
a. Screening, Early Diagnosis Care,
Management, Treatment,
Referral and Follow-up Services.
b. Height and Weight
Measurements for Nutrition
Status.
c. Child Immunization Program.
d. School Deworming and Iron
Supplementation Program
e. Nutritional Interventions
f. First Aid Services
g. Medical/ Drugs Supplies
h. Physical Activities/Physical
Training (P.T.) and Games.
i. Regular Health Check-up
j. Health Library Corner
Establishment
k. Health Mela (Festivals)/Health
Mobile Campaign
l. School Feeding/Tiffin Program
(Healthy Eating)
m. Health Championship Program
n. Awareness through IEC, Radio
Program, TV program, Video
forecasting, Case Story,
o. Establishment of Kitchen Garden
in School for promotion of child
nutrition.
p. Conduct national/international
health campaigns
q. Recording and Reporting to
DHO/DPHO through Health
Post or PHCCs.
r. Nutrition assessment
s. Nutrition counseling
t. Micronutrient supplementation
(if needed)
u. Food provision (if needed)
v. Food safety and hygiene
w. Physical activity
x. Psychosocial support
y. Referral to other services
4 Access of Safe Water and
Provision of adequate
Sanitation (School and
Environmental Sanitation
activities.)
a. Safe Water Supply
b. Student Friendly Latrine
Construction in School
c. Safety School Environment
(Adequate light and Ventilation in
Class room, Child friendly bench,
steps and so on)

9. 9
d. Establish Rubbish Collection
Points in School.
e. Construct/ rehabilitate water
points for safe water.
f. Provide support for water
purification
g. Conduct activities for improved
hygiene
h. Train Students on WASH using
IEC materials
i. Distribute hygiene kits to
students for hygiene motivation.
j. Conduct demonstrations on
hand-washing.
5 Life Skill Based Health
Hygiene and Nutrition
Education
a. Use of Participatory ,Practical
and Skill Oriented Teaching
Approaches to Health, Sanitation
and Nutrition Education
b. Inclusion of Local Contents in
Health Education.
c. Production Distribution and use
of Low cost Teaching/IEC
Materials
d. Establishment of IEC Corner in
School.
e. Daily and weekly checking of
Personal Health and Hygiene
Using Attendance Register with
daily Checklist.
f. Extra-Curricular Health and
Nutrition Activities.
g. Celebration of School Health and
Nutrition (SHN) week.
h. Formation and Mobilization of
CHIELD Clubs (Child Health
Intervention, Education Learning
and Development Clubs) in
school.
6 Gender and Equality a. Building girls Charter for school
safety/non discrimination
b. Zero tolerance for violence and
harassment
c. Gender and Power analysis
d. Gender Advocacy
e. Peer Education
f. CHIELD (Child Health
Intervention, Education Learning
and Development) Club/ School
Club Formation
g. Child Club Mobilization.
7 Advocacy, Capacity
Building and research
g. Coordinated and Collaborated
Efforts for Maximum School
Health and Nutrition Program.

10. 10
 Formation of District School
Health and Nutrition
Coordination Committee
(DSHNCC)
 Recruitment/Assignment of
District School Health and
Nutrition Coordinator
 Formation of School Health
and Nutrition Committee at
the School Level
 Assignment of Focal Teacher
in Each School
 Preparation of Annual Action
Plans of Child Club and SHNP
 Partnership between the
School and Local Health
institution
 Coordination between School
and Community Including PTA,
CBOs and Clubs
 Collaboration between School
and Local Governing Bodies
(VDC, Municipality, DDC)
 Coordination between DEO,
D/PHO and DWSS Division
Including NGOs
 Review/Planning Meeting in
Education Sector (at RC and
district level) and in Health
Sector (Ilaka and District level)
 Integration of SHNPs with
School Improvement Plan (SIP)
h. Development of new teaching
and Learning methods
i. Development of
Communicational and
Interpersonal Skills
j. Development of Decisions
making and Critical Thinking
Skills
k. Development of Coping and Self-
Management Skills
Research Activities

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11. Reporting, Monitoring and Evaluation:
a. Monthly Physical Progress Report and Monthly Financial Report.
b. Quarterly Physical Progress report and Quarterly Financial Report
c. Yearly Physical progressive Report and Yearly Financial Report.
12. Estimated Budget :
The Total Cost for this project will be 54532878 NRs
Table 1: Cost Estimation of the Minimum Package of the POSHAN Program:
SN POSHAN activities Estimated cost in
Rs.
I Cost per school
1 POSHAN program Management and Facilitation Training to Focal Teachers (3 day) 1500/school
2 First aid kit support to school (1 time) 3000/Kit/school
3 First aid training 2000/School
4 Support to screening tests: anthropometric measurement, vision and hearing tests
(weighing machine, measuring tape and Snellen chart) one time
2000/ school
5 Production of Health record forms 1000/school
6 Teaching learning/IEC material development (Poster, flash card, flip chart etc.) 1500/school
7 Toilet separate for girls and boys with urinal (2 rooms) (one time for only school
without latrines)
150,000/school
8 Waste collection pits (one time) 4000/school
9 Life skill based teaching and Facilitation Training to focal teachers (3 days) 1500/school
10 POSHAN Program training to School Management Committee and School Health
and Nutrition Committee (SHNC) (2 days) for 4 persons/school
1600/school
11 Orientation to child clubs (one day) 700/school
Total 168,800/per school
II Cost per student
6 Deworming semi-annually (Rs. 8/tab x 2) 16/ student
7 Iron supplementation (Rs. 0.38 x 13 tab) 4.94/ student
9 School Feeding Program 15/student
Total 35.94/student
III Cost Per test
Arsenic testing/Coliform testing (H2S strip) 137/test
III Cost per District
1 POSHAN Program orientation to DP/HO, DEO, PNGOs and stakeholders at
district (15 person)
4500/district
2 District School Health and Nutrition Coordination Committee (DSHNCC)
formation and meetings (25 persons)
20,000/District/year
Total 24,500/per district
IV Cost per VDC
3 POSHAN program orientation at VDC level (20-30 Persons) 625/VDC
V Total annual cost per school with three options
a Initial annual cost for a primary school with 60 students including the cost of
latrine with urinal construction and school feeding
351, 105/school
b Annual cost for a primary school with 60 students including cost of
student feeding
192,105/school/year

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c Annual cost for a primary school with 60 students excluding the cost of
latrine construction and student feeding
12,105/school/year
Table II: Cost Estimation with the Detail Activities:
S.N. POSHAN Activities Estimated
Cost in Rs.
A CCMT (Child Care, Management & Treatment) Center Establishment:
a. CCMT Center Construction (Bamboo with Concrete based and Metal)
b. Furniture and Other Commodities for CCCMT Center
c. Drug and Basic medical Equipment Supply
d. ANM/SN/BN/HA-Staff (12 Month)
Total
B School Related Health and Nutrition Policy
a. Health and Nutrition Policy
b. Policy to Increase Girls Attendance in School
Total
C Access of Safe Water and Provision of adequate Sanitation (School and
Environmental Sanitation activities.)
a. Safe Water Supply.
b. Student Friendly Latrine Construction in School
c. Safety School Environment (Adequate light and Ventilation in Class room, Child
friendly bench, steps and so on)
d. Establish Rubbish Collection Points in School
e. Construct/ rehabilitate water points for safe water
f. Provide support for water purification
g. Train Students on WASH using IEC materials
h. Conduct activities for improved hygiene
i. Distribute hygiene kits to students for hygiene motivation.
j. Conduct demonstrations on hand-washing.
Total
D School Based Health and Nutrition Services:
a. Child Immunization Program.
b. School Deworming and Iron Supplementation Program/Vitamin A Program
c. Health Library Corner Establishment
d. First Aid Training
e. Health Mela (Festivals)/Health Mobile Campaign
f. School based Vegetable Growing/ Establishment of Kitchen Garden in School
g Cook Staff/Assistant
h Provision of Utensils for Cooking rooms
i. Food Items Supply for School Feeding Program & Mid-Day-Meal (SFP/MDM)
j. School Feeding Program (SFP)/Mid-Day Meal (MDM)-Regular
k. Awareness through IEC, Radio Program, TV program, Video forecasting, Case Story,
(Like Jiwan Sangharsa Ho, Yaatra Ajhai Baki chha and So on)
l. Health Championships Program
m. Conduct national/international health campaigns

13. 13
n. Micronutrient supplementation (if needed)
o. Training related to Health and Nutrition
p. Regular Health Check-up and PT
q. Health Session/Counselling in Class room.
Total
E. Life Skill Based Health Hygiene and Nutrition Education:
Production Distribution and use of Low cost Teaching/IEC Materials
Establishment of IEC Corner in School
Celebration of School Health and Nutrition (SHN) week.
Extra-Curricular Health and Nutrition Activities
Formation and Mobilization of CHIELD Clubs (Child Health Intervention, Education
Learning and Development Clubs) in school.
Total
F. Gender and Equity
a. Building girls Charter for school safety/non discrimination
b. Violence and harassment Stress Management Training
c. Gender Advocacy
d. Peer Education Workshop
Total
G. Advocacy, Capacity Building and Research Activities :
a. Advocacy Activities
b. Capacity Building Training and workshop
c. Research Activities
Total
Prepared By: Submitted To:
Public Health Youth Alliance of Nepal School of Health & Allied Science
(PHYAN), Rautahat Pokhara University (P.U)
NOTE:
This Project proposal is just has prepared for the Class assignment and everything in the project
proposal has mentioned is just hypothetical. This may be modifiable according to nature of program and
project.
Assignment Prepared by:
Mohammad Aslam Shaiekh
Master of Public Health (MPH)
School of Health & Allied Science (SHAS)
Pokhara University (P.U)
Pokhara, Kaski.