Designing Interventions for Resource Poor Communities with Low Literacy: An Example of an Iron Deficiency (ID) Education Program in Ghana

Abstract

Objectives: Education interventions are often used to address nutrition-related problems. In resource-poor populations with low literacy the success of such an intervention depends on keeping the messages simple, practical and affordable. The objective is to design a nutrition education intervention to address the KAP deficit regarding the prevention of iron deficiency identified in a baseline survey among mothers in Northern Ghana, an area with very high prevalence of anemia. Methods: A 5 day (90 minutes/day) intervention with 10 key messages on iron deficiency prevention was designed for 80 mothers with children less than 5years. Results: Due to low fruit intake in the sample one of the key messages addressed fruit intake based on the role of vitamin C to increase the bioavailability of iron.  Cost effective ways of iron fortification using legumes and anchovies found within the community, were taught. Pictures and simple language was used. To keep participants interested and engaged, practical examples and food demonstrations were also incorporated. Of the 80 mothers in the baseline survey, 10% had migrated to the south for Kakayie (head porters). Of the rest, 80.6% attended all 5 days of the intervention, 9.7% attended 4 days and 9.8% attended 3 or fewer days. Conclusions: An educational intervention can only succeed if the target population participates. Keeping messages simple practical and innovative contributed to attain high levels of participation in this intervention.