Introduction to PHAST approach & Field’s applications in Viet Nam. Presented by the French Red Cross (FRC) and the German Red Cross (GRC) At the Hanoi School of Public Health On the 11 th of March 2009. Presentation contents. The FRC and GRC Water and Sanitation programmes in Viet Nam - PowerPoint PPT Presentation
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Introduction to PHAST approach Introduction to PHAST approach & Field’s applications in Vietnam & Field’s applications in Vietnam Hanoi School of Public Hanoi School of Public Health, 11 Health, 11 th th of March 2009 of March 2009 1 Introduction to PHAST Introduction to PHAST approach approach & & Field’s applications in Field’s applications in Viet Nam Viet Nam Presented by the French Red Cross (FRC) and the German Red Cross (GRC) At the Hanoi School of Public Health On the 11 th of March 2009
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Introduction to PHAST approach Introduction to PHAST approach & Field’s applications in Vietnam& Field’s applications in Vietnam
Hanoi School of Public Health, Hanoi School of Public Health, 1111thth of March 2009 of March 200911
Introduction to PHAST approach Introduction to PHAST approach & &
Field’s applications in Viet NamField’s applications in Viet Nam
Presented by the French Red Cross (FRC) and the German Red Cross (GRC)
At the Hanoi School of Public Health
On the 11th of March 2009
Introduction to PHAST approach Introduction to PHAST approach & Field’s applications in Vietnam& Field’s applications in Vietnam
Hanoi School of Public Health, Hanoi School of Public Health, 1111thth of March 2009 of March 200922
Presentation contentsPresentation contents
1.1. The FRC and GRC Water and Sanitation The FRC and GRC Water and Sanitation programmes in Viet Namprogrammes in Viet Nam
2.2. Some necessary conceptsSome necessary concepts
3.3. Generalities on PHASTGeneralities on PHAST4.4. PHAST step-by-stepPHAST step-by-step5.5. Advantages and disadvantages of Advantages and disadvantages of
PHAST approachPHAST approach
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1. The FRC and GRC Watsan Progammes in 1. The FRC and GRC Watsan Progammes in Viet NamViet Nam
1.1. The VNRC/FRC programme1.1. The VNRC/FRC programme
“Strengthening the capacities of the EMG of Bac Kan province to acquire a hygienic and sanitary environment and an access to drinking water”.
3-year project funded by EuropeAid (European Commission)
Target: 3 communes (33 villages) composed of 1500 households/7500 persons; 99% EMG (Tay, Dao, Hmong)
Objectives: • Develop VNRC capacities• Improve beneficiaries health• Provide access to water and sanitation infrastructures
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1. The FRC and GRC Watsan Progammes in Viet Nam1. The FRC and GRC Watsan Progammes in Viet Nam
1.2. The VNRC/GRC CBHC Programme1.2. The VNRC/GRC CBHC Programme
Community Based Health Care and Brunch Development Northern Vietnam – CBHC
4 - Year Project in Bac Ninh, Bac Giang, Cao Bang and Lang Son Provinces
Objectives:
1.Provision of water supply and sanitation as well as prevention of water-borne diseases is improved through Community participation.
2.VNRC branches have increased capacity to deliver regular and sustainable quality humanitarian services to the most vulnerable people.
Target group:
4500 HH and 5000 direct beneficiaries (total approximately 27 000 person) will benefit from the interventions.
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2.1. What are participatory approaches?2.1. What are participatory approaches?
Participatory approaches encourage the participation of individuals in a group process, no matter their age, sex, social class, ethnic group… They are especially useful for encouraging the participation of women.
Participatory methods aim:
• to build self-esteem and sense of responsibility and to help people to be more confident.
• to ensure the “programme” is designed for but also BY the people who will enjoy its benefits.
2. Some necessary concepts2. Some necessary concepts
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2.2. Examples of participatory approaches2.2. Examples of participatory approaches
SARARSARAR: Self Esteem, Associative Strength, Resourcefulness, Action Planning and Responsibility
PRAPRA: Participative Rural Appraisal
and… PHASTPHAST…
The General Aim is: to assess, prioritize, plan, create, organize, and evaluate development initiatives. to ensure sustainability through the involvement and participation of all stakeholders but more specifically of the beneficiaries themselves.
2. Some necessary concepts2. Some necessary concepts
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2.3. Hygiene education and hygiene promotion2.3. Hygiene education and hygiene promotion
Hygiene Education:Hygiene Education helps to increase the knowledge of people about behaviors and practices resulting in good or bad health by teaching them.
Hygiene education is broadly used in Viet Nam and it is based on an Hygiene education is broadly used in Viet Nam and it is based on an unilateral up-to-bottom knowledge transmission. Teacher – Studentsunilateral up-to-bottom knowledge transmission. Teacher – Students
Hygiene Promotion: Hygiene promotion encourage people to adopt safe hygiene practices by supporting them to identify themselves the good and bad behaviors. The aim is to facilitate the process and the beneficiaries “ignite” themselves.
Hygiene Promotion utilizes the bottom-up approach: it is based on Hygiene Promotion utilizes the bottom-up approach: it is based on the baseline conditions of the beneficiaries: what the people know, do the baseline conditions of the beneficiaries: what the people know, do and want to change.and want to change.
2. Some necessary concepts2. Some necessary concepts
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3.1. What is PHAST?3.1. What is PHAST?
Definition: P ParticipatoryH HygieneA AndS SanitationT Transformation
PHAST seeks to help community to:• Improve hygiene behaviors• Prevent diarrhoeal diseases
• Encourage community management of water and sanitation infrastructure.
It does it by:• Demonstrating the relationship between sanitation and health status• Increasing the self-esteem of community members• Empowering the community to plan environmental improvements and operate water and sanitation facilities.
3. Generalities on PHAST3. Generalities on PHAST
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3. Generalities on PHAST3. Generalities on PHAST
3.2. Where does PHAST come from? (1/2)3.2. Where does PHAST come from? (1/2)
It was initially supported by the World Health Organization and the World Bank.
PHAST was adapted from the SARAR approach in the early 90’s and developed in Africa with a focus on hygiene promotion.
PHAST is used since the mid 90’s by the Red Cross Movement and a water and sanitation policy for the RC Federation was formally introduced in 2003.
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3. Generalities on PHAST3. Generalities on PHAST
3.2. Where does PHAST come from? (2/2)3.2. Where does PHAST come from? (2/2)
In Viet Nam, PHAST was introduced in 2000 and the original PHAST version was translated in Vietnamese in 2001.
In 2002, the WHO and the Department of Preventive Medicine of MoH released a first adaptation of the original PHAST for Viet Nam.
PHAST was used in several provinces of Vietnam from 2002.
PHAST was recently adapted for EMG and poor illiterate people by the Red Cross in Viet Nam.
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3. Generalities on PHAST3. Generalities on PHAST
3.3. What are PHAST contents and tools?3.3. What are PHAST contents and tools?
PHAST is composed of 7 steps.
Each step is including up to 3 different activities.
For each activity, tools are needed: tools are the techniques and materials used by the facilitators to help the group work through an activity.
These tools and the manual for facilitator (guiding the facilitator in its tasks) constitute the PHAST toolkit.
PHAST activities are implemented by the community and facilitate by a facilitator properly trained.
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3. Generalities on PHAST3. Generalities on PHAST
3.4. What is the role of the facilitator?3.4. What is the role of the facilitator? The facilitator shall SUPPORT, HELP and FACILITATE the community to implement PHAST activities. They shall NOT ACT AS A TEACHER by “giving” the knowledge to people.
The facilitator shall NOT DO the activities instead of the villagers.
The facilitator should:
• Support the villagers to identify their problem
• Help them to find and choose solutions
• Support them in planning the implementations of these solutions
• Help them on how to monitor and evaluate the progress
• Facilitate discussions
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4. PHAST step-by-step4. PHAST step-by-step
4.0. The seven steps4.0. The seven steps
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Planning for solution
Step 4: Selecting options
Step 5: Planning for new facilities and behaviors’ change
Step 6: Planning for monitoring and evaluation
Step 7: Monitoring and Evaluation
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4. PHAST step-by-step4. PHAST step-by-step
4.1. Step 1: Problem Identification4.1. Step 1: Problem Identification
Activity 1: Mapping of the village
The villagers describe the water and sanitation status in their village. They analyze the weaknesses and the lack.
Activity 2: Health problem in the community
The villagers describe the health status in their village. They point the most common diseases.
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4. PHAST step-by-step4. PHAST step-by-step
4.2. Step 2: Problem Analysis4.2. Step 2: Problem Analysis
Activity 3: Good and bad hygiene behaviors
The villagers identify the behavior which can be good or bad for health.
Activity 4: Investigating community practices
The villagers collect and analyze data on actual behavior in the community.
Activity 5: Diseases transmission
The villagers look at how feces can contaminate the environment and spread diseases
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4. PHAST step-by-step4. PHAST step-by-step
4.3. Step 3: Planning for solutions4.3. Step 3: Planning for solutions
Activity 6: Blocking the spread of diseases
The villagers discover ways to prevent or stop diarrhoeal diseases from being spread via the transmission routes.
Activity 7: Selecting barrier
The villagers analyze the effectiveness and the ease of actions to block transmission routes and choose which they want to carry out themselves.
Activity 8: Task of men and women in the community
The villagers figure out who would be able to undertake additional tasks to introduce the necessary changes.
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This step is carried out once the project/activities are over. Evaluation should allow to answer the following questions:
• How much has been done by the community?
• How much of the plan still remains to be done?
•What was successful?
•What were the difficulties encountered?
•Etc.
Several tools can be used to implement this step as: Monitoring sheets, socio-drama, pocket chart, mapping
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5. PHAST advantages and disadvantages5. PHAST advantages and disadvantages
5.1. Advantages5.1. Advantages
PHAST covers the “soft” and “hardware” parts of Water and Sanitation programme. PHAST is a Project Assessment/Development tool
The villagers have an opportunity to share their skills and to help each others. The villagers become able to express the questions which they always find difficult to mention in pulbic and find solutions themselves. PHAST encourages villagers to take part actively in analyzing and developing ideas.
PHAST encourages women to take part in activities.
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5. PHAST advantages and disadvantages5. PHAST advantages and disadvantages
5.2. Disadvantages (1/2)5.2. Disadvantages (1/2)
PHAST is only a tool!
• Firstly PHAST toolkit need to be adapted to the targeted population. It is a long and intensive process to develop new materials, test it, choose pertinent activities…
• Secondly, PHAST requires the community workers, called facilitators, to have specific skills (listening, observation, facilitating discussions), to be very well trained and to master objectives.
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5. PHAST advantages and disadvantages5. PHAST advantages and disadvantages
5.2. Disadvantages (2/2)5.2. Disadvantages (2/2)
PHAST implementation can be a long process. Therefore it can be time-consuming and difficult to implement in areas where people have a very high workload (agricultural work).
PHAST can be seen as too simple for some communities.
M&E of PHAST outputs is difficult. How to assess the behaviors and mentality changes?
In Viet Nam it seems difficult to implement PHAST approach without a hardware component (infrastructures construction) within the programme.
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Activity 1 : MappingActivity 1 : Mapping
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Activity 2: Health problem in the community Activity 2: Health problem in the community
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Activity 3:Good and bad behaviorsActivity 3:Good and bad behaviors
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Activity 4: Investigating community practices Activity 4: Investigating community practices
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