HYGIENE PROMOTION

CURRICULUM
 What is in this document? What is the structure of a module?
Each module should have the following components well-
This resource contains lessons that can be used to facili-
defined, so that both facilitator and participant have accu-
tate training of hygiene promoters. It includes proposed
rate expectations for:
learning outcomes per topic as well as useful resources to
be used for further reading by the facilitator and potential- Lesson description providing a general description of
ly the hygiene promoter. The document pays special the module
attention to gender mainstreaming in hygiene promotion Learning outcomes detailing what participants should
and other cross cutting issues such as environment, acces- know and be able to do by the end of the session
sibility, Accountability to Affected Populations (AAP), etc. Time the module is expected to take
Additionally, the document strives to acknowledge health Resources that can be used for further reading
integration as a crucial component of hygiene promotion.

How to use this document? Who is this document for?

This document should be used as a guide as it only high- This curriculum is to be used by IOM WASH staff at mana-
lights key topics in relation to hygiene promotion. You gerial and implementation levels to facilitate hygiene pro-
should tailor the content to suit the specific context of motion trainings. WASH programme managers are ulti-
your country programming. All hygiene promoters should mately accountable for the success of hygiene promotion
receive at least the three-day (24 hours) basic hygiene activities. In the absence of WASH teams, health pro-
promotion curriculum. Time estimates for each topic are grammes can use this curriculum to develop hygiene pro-
given and should guide the training. If any of the contextu- motion programmes.
al adaptation training modules are relevant to your setting,
use the training to place emphasis on the supplementary
modules in addition to the basic training lessons. It is rec-
ommended that hygiene promotion be preceded by a Who can be a hygiene promoter?
Knowledge, Attitudes, and Practices (KAP) assessment or
any other suitable baseline survey to determine what as-
pects of hygiene promotion need prioritization and what Hygiene promoters should be selected bearing in mind
contextual modules are relevant to include. diverse representation of the community (in terms of gen-
der balance, age and disability) as well as individual skill
Begin each day with an introduction to make participants sets. Generally, a hygiene promoter should be a person
feel comfortable and a review of the previous day’s mate- who has good people skills and strong communication
rials. Similarly, end each day with a review of the day’s skills (especially listening). The hygiene promoter should
materials. Try to make lessons interactive, with group have a good relationship with community members and
learning and participation where possible. This will keep have a good understanding of local challenges and oppor-
participants engaged and help them remember concepts tunities. Additionally, the hygiene promoter should have a
introduced throughout the training. In the context of good level of literacy in the local language and preferably
COVID-19, ensure that the training is conducted in a man- a good command of English or French, or another interna-
ner that respects COVID-19 guidelines, e.g. physical dis- tionally recognized language, depending on the context.
tancing or, if possible, conduct virtual trainings. Each day
make sure all participants sign in to keep track of who has
successfully completed the training.
A hygiene promoter is:

An engaged meaningful repre-

sentative of the community or
‘Hygiene Promotion is the planned, systematic
a volunteer
attempt to enable people to take action to prevent
or mitigate water, sanitation, and hygiene related
diseases and to maximize the benefits of improved
1
water and sanitation facilities.’

1
Ferron, S., Morgan, J., & O’Reilly, M. (2007). Hygiene Promotion: a practical guide for relief and development, Practical Action.

Hygiene Promotion Curriculum | September, 2020

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Basic Training Modules
Pre-training and post-training questionnaire/evaluation
Before the training, it is recommended to carry out an evaluation to determine the level of participant knowledge regard-
ing the topics to be covered in the training. This will help the facilitator to identify where knowledge gaps exist so as to
highlight the relevant topics. A post training evaluation is also essential to assess the overall success of the training.

Resources
Below are sample resources that you can adjust to suit your training needs:

Sub-topic Resource
Pre-training CAWST Community WASH Promotion Pre-Workshop Questionnaire

Post-training CAWST Community WASH Promotion Final Evaluation

General WASH Topics

What is WASH and what is its relevance?  1.5 hrs
Use this session to emphasize the expected quality of IOM WASH programming highlighting
the IOM WASH strategic principles. In settings where waterborne diseases are endemic or the IOM WASH
living conditions may lead to outbreak of disease, put emphasis on the connection between
strategic principles
WASH interventions and prevention of disease transmission. In case of rapid onset natural dis-
asters and conflict related emergencies, stress the importance of WASH as an immediate life-
saving component. In case of slow onset natural events (i.e. droughts) or in situations of return • Scalable
or in community stabilization efforts stress the sustainability principle in WASH interventions. • Immediate
• Sustainable
Learning outcomes
• Appropriate
At the end of this lesson, make sure your participants can:
 Explain different components of WASH interventions and IOM WASH strategic principles guiding implementation
 Explain interlinkages between WASH, health and nutrition - how proper nutrition combined with access to safe and
clean water, adequate sanitation and knowledge of appropriate hygiene measures can impact health outcomes.
 Explain the importance of WASH in the emergency context and beyond.
 Identify common diseases associated with poor water, sanitation and hygiene in their community, e.g.
• Diarrheal diseases such as cholera, Typhoid, Shigellosis and Hepatitis A, E
• Vector-borne diseases, such as malaria and dengue
• Acute respiratory infections, such as COVID-19
Keep in mind
• Other diseases preventable by proper hand hygiene e.g. Ebola, Malaria
 Explain the common transmission routes of waterborne diseases, e.g. faecal-oral Health integration in
transmission
hygiene promotion pro-
 Explain other transmission routes for sanitation/hygiene-related diseases, e.g. air
motes high-quality
transmission, vectors
WASH programming
 Explain how to prevent waterborne disease transmission through a combination of
water, sanitation, and hygiene interventions.
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

WASH in IOM IOM Emergency Manual
IOM WASH web page

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 Sub-topic Resource Pg no. (if available)
WASH, health and nutrition WHO Improving Nutrition Outcomes with Better Water, Pp. 13-16
Sanitation and Hygiene
UNICEF-The Impact of Water, Sanitation and Hygiene on
Key Health and Social Outcomes
Importance of emergency WASH CAWST Trainer manual on Community WASH Promotion Pp. 26-39
IRC Hygiene Promotion Thematic Overview Paper Pp. 7-10
Diseases associated with poor WASH CAWST Trainer Manual on Community WASH Promotion Pp. 16-25
conditions Sphere Handbook Pp. 144, 147-149

Factors that influence behaviour  1.5 hrs

Under this lesson, you should make participants aware of the complexity of behaviour change. Since behaviour change
occurs over a long term, emphasize the importance of analysing barriers and motivators for behaviour change. In case of
life-threatening disease outbreaks, emphasize the influence of fear2 on people’s behaviours. In cases of displacement due
to conflict and/or natural disasters, stress the need to recognise physical barriers such as the destruction of WASH infra-
structure.
Learning outcomes
At the end of this lesson, make sure your participants can:
 Identify motives for behavior change relevant to their context. These might include: a Remember ⚠
• Disgust, status, affiliation, attraction, nurture, comfort, fear
 Identify potential barriers that prevent behaviour change. These could be categorised
Behaviours will not
as:b
change by simply im-
• Socio-cultural barriers e.g. beliefs, rigid gender roles
parting knowledge
• Physical barriers, e.g. lack of access to water, handwashing stations, toilets
• Biological barriers, e.g. role of mothers and caregivers in influencing the hygiene about diseases
behaviors of others, often too overwhelmed during at the onset of the emergen-
cy focusing on lifesaving tasks such as securing shelter
 Explain three categories of factors that influence behavior:c
• Individual (beliefs, attitudes)
• Community (subjective norms)
• Inter sectoral (enabling factors)
 Understand the behavior change communication (BCC) strategies of the WASH programme and /or broader Risk
Communication and Community Engagement (RCCE) strategies at regional or national level (if existing).
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Motives for behaviour changea IFRC WASH Guidelines for Hygiene Promotion in Emer- Pp. 34-36
gency Operations
Barriers preventing behaviour IFRC WASH Guidelines for Hygiene Promotion in Emer- Pp. 37-39
changeb gency Operations
Categories of factors influencing be- IRC Hygiene Promotion Thematic Overview Paper Pp. 14-17
haviourc
CAWST Trainer Manual on Community WASH Promotion Pp. 40-48

Behaviour Change Communication Designing for Behaviour Change: A Practical field guide
Strategies
ACF Assisting Behaviour Change: Practical ideas and
techniques

2
Specific health fears have been used in the past during emergency response around life-threatening diseases such as cholera and recently about Ebola and
others’ (IFRC, 2017). Steps should be taken to encourage sustainability of acquired habits even after the outbreak is over.

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Hygiene Promotion Approaches
Role of a hygiene promoter  1.5 hrs
Under this session, clarify expected roles of the hygiene promoter and emphasize how their role is critical in any WASH
intervention. In case of water and sanitation related disease outbreaks, emphasize the need for hygiene promoters to
identify handwashing and safe excreta disposal as key messages. In cases of conflicts or natural disasters that lead to dis-
placement of people, emphasize the role of hygiene promoters in also making sure that beneficiaries correctly use distrib-
uted items.
Learning outcomes
At the end of the lesson, participants should be able to:
 Identify key risk hygiene practices that need to be prioritized
 Determine key messages to be disseminated
• Handwashing with soap at critical times
• Correct use and maintenance of latrines and handwashing stations
• Correct management of children’s feces
• Personal and menstrual hygiene
• Cleanliness of water containers
• Environmental cleanliness
 Explain correct use of items in hygiene kits
 Explain mainstreaming of cross cutting issues
• Handling cases of gender-based violence (GBV) through referral pathways

Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Identification of key risky hygiene UNICEF Manual on Hygiene Promotion Pp. 31-37
practices and messages
Handling of hygiene kits GWC Training for Hygiene Promoters and Coordinators Pp. 56-57

Cross cutting issues HIV and WASH- Water, sanitation & hygiene and HIV and Pp. 111-113
AIDS: Opportunities for integration
GBV-IOM/Care Distribution Shelter Materials, NFI and Pp. 23-26

Hygiene promotion methods  3 hrs

Use this session to have discussions with your participants about the way hygiene promotion should be conducted in an
interactive and participatory way as much as possible. In all cases (disease outbreaks, natural disasters, conflicts), there is
no ‘best method’ as this would depend on contextual factors such as culture, age group, existing vulnerabilities as well as
the phase of the emergency. Talk to your participants about piloting/pre-testing if applicable in their context.

Learning outcomes
You should engage in discussions with the participants with an aim to:
⚠ Remember
 Identify participatory approaches and their appropriate use, e.g.
• PHAST-Participatory Hygiene and Sanitation Transformation Communication is two-way,
• CHAST-Child Hygiene and Sanitation Training
it is not enough to only dis-
• CLTS-Community Led Total Sanitation
seminate messages
 Be able to identify target groups
• Women and girls
• Men and boys

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 • Children and their caregivers
• Persons with disabilities and their caregivers
• The elderly
• If appropriate, sexual and gender minority groups
 Be able to plan for hygiene promotion programs
• Principles of good hygiene promotion
• Identification of opportunities for hygiene promotion, e.g. distribution
• Identification of approaches for community entry and mobilization
• Providing feedback on the working environment or approaches used to inform adaptations in hygiene pro-
motion programming
 Explain monitoring and evaluation (M&E) of hygiene promotion
• Baselines and endlines
• KAP surveys
• Rapid needs assessments
• Key informant interviews and focus group discussions
 Be able to determine appropriate use of various hygiene promotion communication methods
• Group sessions
• Mass awareness sessions
• Door-to-door
• Children sessions
• Environmental sanitation campaign
 Be able to identify context specific hygiene promotion tools
• Drama
• Games and songs
• Printed Information Education and Communication (IEC) materials
• Digital platforms, e.g. social media
• Group discussions with visual aids
• Talks
 Explain the purpose and principles of household visits
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Participatory approaches GWC Training for Hygiene Promoters and Coordinators Pp. 128-135

UNHCR Hygiene Promotion Guidelines Pp. 62-75

Identifying target groups IFRC WASH Guidelines for Hygiene Promotion in Emer- Pp. 29-31

Planning hygiene promotion WEDC booklet Managing Hygiene Promotion in WASH Pp. 8-12
Programmes
WHO Health Promotion and community Participation Pp. 207-209

UNICEF Manual on Hygiene Promotion Pp. 16-28

Monitoring and evaluation of hygiene IFRC WASH Guidelines for Hygiene Promotion in Emer- Pp. 76-81
promotion gency Operations
Hygiene promotion communication WEDC Booklet Managing Hygiene Promotion in WASH Pp. 12-18
methods and tools Programmes
Principles of household visits CAWST Trainer Manual on Community WASH Promotion Pp. 40-48

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 Code of conduct  0.5 hrs
Spend some time to clarify how hygiene promoters should behave when carrying out hygiene promotion activities
Learning outcomes
At the end of this session, the participants should
 Have an increased understanding of the key elements of Protection from Sexual Exploitation and Abuse (PSEA)
 Identify ways of creating gender-sensitive hygiene promotion messaging

Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

PSEA IOM Emergency Manual
Gender-sensitive programming CAWST Trainer Manual on Community WASH Promotion Pp. 164-166

Hygiene  2.5 hrs

It is important to cover this lesson first to stress the importance of improved hygiene practices that complement any
WASH infrastructure interventions. In case of disease outbreaks, highlight the significance of handwashing at critical times
as a crucial component of Infection Prevention and Control (IPC). In case of conflict or natural disasters that involve dis-
placement necessitating use of communal sanitation facilities, place emphasis on the need to pay special attention to
menstrual hygiene management.
Learning outcomes
At the end of the lesson, participants should be able to:
Handwashing
 Identify and demonstrate proper handwashing techniques using various options such as soap, alcohol-based hand
rub, chlorine solution
 List the critical times for handwashing
 Explain the operation and maintenance (O&M) of handwashing facilities
Personal hygiene
 Identify good personal hygiene practices
• Body and face hygiene
• Teeth and mouth hygiene
• Hair hygiene
• Clothes hygiene
• Hands and nails hygiene
Menstrual hygiene
 Understand local practices and preferred materials used by women and girls
 Understand the challenges and restrictions of menstrual hygiene management
(MHM)
 Understand the impact of poor menstrual hygiene on health and education
⚠ Attention
 Identify solutions to ensure menstrual hygiene-friendly homes and schools
 Understand their potential role in needs assessments or in post distribution Pay close attention to cultural
monitoring (PDM) surveys for MHM kits and religious norms, language
and local terms used when
talking about MHM

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Food hygiene
 Determine key messages about food preparation, handling and storage
• Keep food clean
• Separate raw and cooked food
• Cook food thoroughly
• Keep food at safe temperature
• Use safe water and raw materials
 Identify indicators of food hygiene in a household
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Handwashing CAWST Handwashing Technical Brief
Personal hygiene UNICEF Training Manual on Good Water, Sanitation and Pp. 22-24
Environmental Hygiene Practices for Primary Schools
Food hygiene WHO five Keys to Safer Food Manual
Menstrual hygiene CAWST Trainer Manual on Community WASH Promotion Pp. 140-147

Safe water management chain  2.5 hrs

Use this lesson to explain hygiene practices surrounding water management right from the source, through collection and
transportation until the point of use. In case of disease outbreaks e.g. cholera, emphasize the need to protect communal
water sources. In cases of natural disasters or other emergencies where water quantity is given priority over water quality,
highlight the point of use water treatment options available.
Learning outcomes
At the end of the lesson, your participants should have grasped the concept of safe water at all stages and should be able
to:
 Identify ways/routes of water contamination at the source
• Negative impact of keeping animals near the source
• Risky human activities near the source, e.g. washing, open defecation
• Proximity of latrines to the water source
 Explain barriers to prevent water contamination at the source
 Understand risks GBV associated with location of water points
 Explain safe water collection and transportation practices
• Washing and rinsing of water collection containers
• Use of containers with a lid/cover
 Explain safe practices of water storage and use at the household level
• Use of appropriate water storage containers
• Cleaning of containers
• Drawing water from storage containers e.g. pouring by tilting the container, use of a dedicated clean utensil
that is stored off the ground and handwashing before handling water
 Explain correct use of context specific point of use water treatment options
• Household water treatment devices, e.g. filters
• Water purification products
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Source CAWST Trainer Manual on Community WASH Promotion Pp. 54-67

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Sub-topic Resource Pg no. (if available)
Collection and transportation WEDC Domestic Water Containers: an Engineer’s Guide Pp. 1-3
Water storage and handling CDC Safe Water Treatment and Storage in the Home Pp. 5-7
CAWST Trainer Manual on Community WASH Promotion Pp. 106-111
Point of use CAWST Trainer Manual on Community WASH Promotion Pp. 68-101

Sanitation  3 hrs
Under this sanitation lesson, you will cover aspects of excreta management, solid waste management and drainage. In
case of disease outbreaks, place emphasis on proper disposal of feces. In case of conflict where there is use of communal
sanitation facilities, stress also the importance of proper use and maintenance of latrines. In case of natural disasters such
as floods, place emphasis on the importance of good drainage and solid waste management.

Learning outcomes
At the end of the lesson, your participants should have grasped the concept of safe sanitation and should be able to:

Safe excreta disposal

 Identify what is missing in a latrine depending on the context
 Explain the risks of open defecation
Proper latrine use and maintenance
 Determine key messages for appropriate use of latrines
 Identify and demonstrate activities necessary to maintain a latrine and their frequency
 Identify persons (both male and female) responsible for day-to-day activities such as cleaning
 Identify contextual solutions of dealing with a full latrine
 Understand privacy, safety and dignity considerations for women and girls
 Understand accessibility considerations for persons with disabilities Handwashing
 Identify suitability of a latrine for use by people living with disability
Proper handling of children’s faeces Emphasize hand-
 Explain risks of poor disposal of children feces washing with soap
 Identify options for disposal of child feces after latrine use
 Understand the role of mothers and childcare givers in handling children’s faeces
Environmental sanitation
 Explain the relevance of managing vectors and animals to reduce the risk of disease transmission
 Identify strategies to manage vectors and animals in a household d
• Active controls, e.g. use of poison, rat glue
• Passive controls, e.g. building fences, draining stagnant water
 Explain the health benefits of proper solid waste management and encourage community members to keep the
area around their dwellings tidy
 Understand context specific options for collection, transportation and disposal of solid waste as well as their associ-
ated risks
 Understand concepts of drainage around WASH infrastructure
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Safe excreta disposal Sphere Handbook Pp. 113-120
Proper latrine use and maintenance CAWST Trainer Manual on Community WASH Promotion Pp. 116-119
Proper handling of children’s faeces WSP Management of Child Faeces Research Brief
d
Environmental sanitation CAWST Trainer Manual on Community WASH Promotion Pp. 148-163

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Contextual Adaptation Training Modules
Diarrheal Disease (with a focus on Cholera disease)
In case low resource settings and emergency contexts, one of the most common illnesses are diarrheal diseases. Use this
session to ensure that hygiene promoters understand how to communicate accurate and timely prevention information to
vulnerable communities. Prevention and containment of cholera disease outbreaks should be emphasized for cholera
endemic and at-risk settings.
Learning outcomes
At the end of this session, your participants should be able to:
 Recognize cases Identify cases of diarrheal disease and referral pathways to healthcare providers
• Signs and symptoms of diarrheal disease (able to relate the definition of diarrhea according to WHO)
• Understand the risks of cholera disease and outbreak management (for endemic and at risk settings)
• AWD management at family, community and health centre levels
• When to seek medical attention from a healthcare facility
 Determine suitability of specific messages for diarrheal disease and methods of creating awareness
• Three pile sorting, problem tree, voting targeting diarrheal disease
• Targeting families, food vendors, religious leaders e.g. Imams
 Highlight the importance of the correct use of Oral Rehydration Solution (ORS)
Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Identification of diarrheal disease WHO Diarrheal disease Factsheet

Diarrheal disease messaging HPTWG AWD Guide for Hygiene Promoters

ORS GWC Training for Hygiene Promoters and Coordinators Pp. 61-62
(Part 2)

Ebola virus disease (Ebola)  2 hrs

In case of an Ebola outbreak, facilitate a dedicated session about dealing with Ebola cases. In such life-threatening scenari-
os, it is important for hygiene promoters to understand their critical role in RCCE strategies that will provide individuals
and communities with the knowledge of behaviors and prevention measures to protect themselves and their community
at large.
Learning outcomes
At the end of this session, your participants should be able to:
 Understand and identify factors influencing prevention behaviour e
• Risks e.g. community vulnerabilities
• Attitudes e.g. beliefs about costs and benefits of a particular behaviour and the feelings associated with it
• Norms, e.g. others’ behaviours and approval
• Abilities, e.g. confidence in performing prevention behaviour
• Self-regulation e.g. management of conflicting goals, cues and barriers, commitment and remembering the
behaviour
 Understand key facts about Ebola
• Cause of Ebola
• Signs and symptoms of Ebola
• How Ebola spreads and how to reduce its transmission

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  Identify appropriate risk communication methods
• Household visits
• Posters
• Information sheets

Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Factors influencing prevention behav- International Journal of Environmental Research and Pp. 6-14
ioure and risk communication meth- Public Health Article
ods Risk Communication in preparing and responding to
health Emergencies
Ebola key facts CDC Ebola Fact sheet
e
Gamma, A., Slekiene, J. and Mosler, H., 2019. The Impact of Various Promotional Activities on Ebola Prevention Behaviors and Psychosocial Factors
Predicting Ebola Prevention Behaviors in the Gambia Evaluation of Ebola Prevention Promotions. International Journal of Environmental Research and
Public Health, 16(11), pp. 1-18.

Coronavirus disease (COVID-19)  3 hrs

During a COVID-19 outbreak, facilitate a dedicated session about preventing further spread of COVID-19. As COVID-19 is a
novel disease and evidence is evolving, it is important for hygiene promoters to be aware of updated COVID-19 prevention
guidelines. Additionally, they should understand their critical role in RCCE and encouraging uptake of IPC measures.

Learning Outcomes
At the end of this session, your participants should be able to:
 Understand key facts about COVID-19
• Cause and transmission routes of COVID-19
• Signs and symptoms of COVID-19
• Prevention measures (e.g. hand hygiene, physical distancing, respiratory hygiene and community level Per-
sonal Protective Equipment such as masks )
• How to respond when sign/symptoms occur
 Identify appropriate RCCE methods that limit human-to-human contact
• Household visits/Door-to-door
• Printed IEC materials e.g. posters, leaflets
• Audio-visual platforms e.g. radios, televisions, social media
• Group sessions with observation of COVID-19 prevention measures, e.g. national/other physical distancing
guidelines, handwashing
 Explain some COVID-19 IPC and RCCE measures
• Combating stigma and misinformation
• Correct hand washing procedure and the critical times for handwashing during COVID-19
• Setting up simple handwashing stations e.g. the tippy tap
• Preparing different chlorine-based solutions
• Proper cleaning and disinfection procedures
• Proper use/re-use/disposal of different types of masks

Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

COVID-19 key facts WHO COVID-19 webpage
Appropriate RCCE approaches IOM WASH Technical Guidance Note on RCCE

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Sub-topic Resource Pg no. (if available)
COVID-19: A Guide to Preventing Social Stigma
IOM WASH Technical Guidance Note on Handwashing
CDC- How to Make a Tippy Tap
IOM WASH Technical Guidance Note on Chlorine and
COVID-19 IPC and RCCE measures
Disinfection
WHO Guidance on the Use of Masks

Dealing with transient populations  2.5 hrs

In cases where it is anticipated that hygiene promoters will be dealing with people on the move, facilitate a session to get
your participants to think about how they can creatively communicate key and effective messages in a short time. This
session is only meant to trigger your participants’ thinking and not to provide the best solutions of hygiene promotion
among highly mobile people.
Learning outcomes
At the end of this session, your participants should be able to:
 Understand the need to effectively communicate in a short time
 Understand how to adapt hygiene promotion messages based on monitoring data of the use of WASH infrastruc-
ture at transit centers
 Quickly analyze the context and determine key messages that need to be communicated
• Messages targeting key risk practices with the highest health benefits
• Appropriate messages in the local language
 Identify creative ways of communicating with transient populations
• Travelling with them temporarily
• At transit centers, e.g. during distributions

Resources
To prepare for this lesson, the following resources could be helpful:

Sub-topic Resource Pg no. (if available)

Hygiene promotion in transit centers UNHCR Emergency Handbook Pp. 6-7

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