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Nutrition Sensitive Agriculture Training of Trainers (ToT) for Federal and Regional

Experts

Facilitator’s Guide

Ministry of Agriculture and Natural Resources

Ministry of Livestock & Fisheries February 2017

Nutrition Sensitive Agriculture Training of Trainers – Facilitator Guide

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ACKNOWLEDGEMENTS This Facilitator Guide was developed by the Capacity Development Support Facility (CDSF) with financial support from the Canadian Government through the Global Affairs Canada (GAC). The CDSF Team would like to thank the following contributors to the concepts and tools used to develop this participant reference book, including the Ministry of Agriculture and Natural Resources (MoANR) and the Ministry of Livestock and Fisheries (MOLF), FAO, the USAID SPRING Technical Assistance Project, the Save the Children ENGINE Project and the Sustainable Undernutrition Reduction in Ethiopia (SURE) materials. References are included throughout the book.


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TABLE OF CONTENTS

TABLE OF CONTENTS........................................................................................................... 2

ACCRONYMS ....................................................................................................................... 3

ICON GLOSSARY .................................................................................................................. 4

GLOSSARY OF NUTRITION SENSITIVE AGRICULTURE TERMS ............................................. 5

INTRODUCTION ................................................................................................................... 7

TIPS FOR DELIVERING THIS TRAINING PROGRAMME ......................................................... 8

TRAINING PLAN ................................................................................................................. 11

SESSION 1: WELCOME AND TOT OBJECTIVES .................................................................. 16

SESSION 2 (PART 1): NUTRITION CONCERNS AND CONSEQUENCES ................................ 18

SESSION 2 (PART 2): NUTRITION CONCERNS AND CONSEQUENCES ................................ 20

SESSION 3: WHAT IS NUTRITION SENSITIVE AGRICULTURE? .......................................... 23

SESSION 4: NNP2 AND MOANR/MOLF NSA STRATEGY ................................................... 26

SESSION 5 (PART 1): NSA TECHNOLOGIES AND BEST PRACTICES .................................... 28

SESSION 5 (PART 2): NSA TECHNOLOGIES AND BEST PRACTICES .................................... 31

SESSION 6: NSA AND AGP2 .............................................................................................. 32

SESSION 7: NSA NUTRITION EDUCATION FOR FARMERS ................................................ 34

SESSION 8: NSA STUDY TOUR – GENESIS FARM .............................................................. 38

SESSION 9: GENDER DIMENSIONS OF NUTRITION .......................................................... 42

SESSION 10: ADULT LEARNING, EFFECTIVE FACILITATION AND NEGOTIATION SKILLS ... 46

SESSION 11: MONITORING AND EVALUATION OF NSA ACTIVITIES ................................. 51

SESSION 12: DEVELOPING AN NSA ACCOUNTABILITY MATRIX ....................................... 53

CONCLUDING SESSION:..................................................................................................... 56

ANNEX 1: SAMPLE NUTRITION SENSITIVE AGRICULTURE EDUCATION MATERIALS ....... 57

ANNEX 2: NSA ASSESSMENT OF KNOWLEDGE (PRE/POST-TEST) .................................... 65

ANNEX 3: CDSF POST-TRAINING EVALUATION TEMPLATE .............................................. 66


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ACCRONYMS AEW Agriculture Extension Workers AGP Agriculture Growth Programme CIG Community Interest Group DA’s Development Agents FAO Food and Agriculture Organization FCU Federal Coordination Unit FHH Female Headed Household FP Focal Persons FTC Farmer Training Center GDP Gross Domestic Product GTP Growth and Transformation Plan HH Household M&E Monitoring and Evaluation MHH Male Headed Household MoANR Ministry of Agriculture and Natural Resources MoLF Ministry of Livestock and Fisheries NNP National Nutrition Programme NSA Nutrition Sensitive Agriculture OFSP Orange Flesh Sweet Potato PCU Programme Coordination Unit PSNP Productive Safety Nets Programme RCU Regional Coordination Unit ToT Trainer of Trainers


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ICON GLOSSARY

Icon Meaning

Steps in the process

Facilitator presents and participants are

encouraged to ask questions

Group activity/discussion

Questions to be asked by facilitator

Groups’ present back their discussions using

flip chart paper

Main points/summary

Facilitator tip

Exercise

Best Practice

References


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GLOSSARY OF NUTRITION SENSITIVE AGRICULTURE TERMS Malnutrition This is a general term that includes many conditions, such as under-

nutrition, over-nutrition and micronutrient deficiency diseases.

Undernutrition When the body receives less nutrients than required.

Overnutrition Excessive food intake and imbalance of nutrients which can lead to other health conditions such as obesity, gout, arthritis, high blood pressure and diabetes.

Micronutrient deficiency

Deficiency of vitamins and minerals occur alongside under-nutrition or obesity. Often referred to as “hidden hunger” as it often has no visible signs. The most common deficiencies are iron, vitamin A, iodine and zinc.

Stunting Low height for age. Characterized by shortness, stunting is an indicator of chronic (long-term) malnutrition. It is often associated with poor physical and intellectual development during childhood, and it is one of the harmful effects of poverty.

Wasting Low weight for height. Characterized by thinness, wasting is an indicator of acute (short-term) malnutrition. Wasting is usually the result of recent food insecurity, infections or acute illnesses such as diarrhea.

Underweight Low weight for age. Underweight is an indicator of both acute and chronic malnutrition.

Biofortification This is the process of breeding food crops that are rich in micronutrients, such as vitamin A, zinc, or iron. Examples of such crops include orange-fleshed sweet potatoes, iron beans and pearl millet, vitamin A maize and cassava, and zinc wheat and rice. Some crops are considered micronutrient-efficient varieties, meaning that they grow deeper roots in mineral-deficient soils and are better at tapping subsoil water and absorbing minerals.

Food security Food security exists when all people, at all times have physical, social, and economic access to sufficient, safe, and nutritious food to meet their dietary needs and preferences for an active and healthy life. Food security comprises four (4) dimensions: Food Availability, Food Access, Food Utilization and Food Stability.

Food availability Having enough volume of food from household production, at food markets, and through food assistance.

Food access Having enough income and savings to buy the right volume of high-quality food for a nutritious diet. Important factors include who makes household spending decisions, food prices, and access to food markets.

Food utilization Depends on health status (i.e., how efficiently the body uses food to get energy and essential nutrients like vitamins and minerals from the diet); access to safe (potable) water and good sanitation; knowledge of safe food storage; household food processing; childcare practices; and ability to care for the sick.

Food stability Having both reliable food availability and consistent access to food over time.


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Dietary diversity This is defined as the number and variety of individual food items or food groups consumed over a given period of time.

Nutrition sensitive programs

These are programs that address the underlying determinants of foetal and child nutrition, including most activities in agriculture, education, water and sanitation, income generation, social protection, and health.

Nutrition specific programs

These are programs that address the immediate determinants of maternal and young child nutrition and development, such as immunizations, breastfeeding, and feeding and hygiene practices.

Nutrition sensitive agriculture

Aims to maximize the impact of nutrition outcomes for the poor, while minimizing the unintended negative nutrition consequences of agricultural interventions and policies on the poor, especially women and young children. Nutrition Sensitive Agriculture is agriculture with a nutrition lens, and should not detract from the sector’s own goals. (World Bank, 2012)


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INTRODUCTION Purpose This Nutrition Sensitive Agriculture Facilitator Guide is designed for federal and regional AGP2 PCU and MoANR/MoLF Implementing Agency “Trainers of Trainers” (ToTs) who work with woreda staff and Development Agents (DAs). The Guide is designed to provide participants with knowledge and skills so that they can incorporate nutrition into their programmes when it is appropriate and feasible. The training will provide the foundation for staff to work across sectors and to identify new ways to incorporate nutrition into agriculture, in a way that will ultimately help to improve household dietary diversity. The Guide also equips ToTs with interactive, participatory methods and tools for their work with woreda staff, DAs and farmers. When trained Federal, Regional, Woreda and DA facilitators successfully cascade this training down to the farm level, both female and male farmers will be empowered to produce and access more diverse and nutritious foods for their families throughout the calendar year.

Approach This Facilitator Guide has been designed using an experiential learning cycle called “Experience, Reflection, Generalization and Application (ERGA)”. This learning cycle considers adult learning principles and the neuroscience explanation of how we learn. The ERGA learning cycle begins with an experience where participants gather information which is followed by a reflection on that experience; then information is created or generalized; and finally it is actively tested or applied in a real (work place/site) situation. Each step of the cycle is associated with four parts of the brain – those areas associated with sensory, temporal lobe, prefrontal cortex, and motor cortices. It also realizes that adults learn best by both doing and from experience, accounts for the fact that all learners have unique styles of learning. Participants will become familiar with the Strategic Objectives and Core Activities of the National Nutrition Programme (NNP2) and the MoANR/ MoLF Nutrition Sensitive Agriculture Strategy and the AGP2 Programme Implementation Manual (PIM). They will learn from existing best practices in nutrition sensitive agriculture in Ethiopia and globally, and will be challenged to develop their own nutrition sensitive agriculture activities to address barriers across the value chain and can be cost-effectively implemented. The Facilitators will seek input from participants to build on the group’s pre-existing knowledge and experience. Participants will engage as individuals, small groups and whole groups on experiential activities and participate in field visits designed to promote analytical skills and solutions for nutrition sensitive agriculture.

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TIPS FOR DELIVERING THIS TRAINING PROGRAMME

Getting started Tip #1: Welcome participants: Give a chance to participants to introduce each other by name, working title and working organization. The introduction sets the tone. It is important to model good facilitation practice throughout. Including the standard practices of 1) starting on time and honoring set health and lunch breaks times, 2) make every effort to get participants involved and give them responsibilities throughout, 3) make the responsibilities of facilitators clear and 4) begin each different unit by introducing the objectives and end each session with the debriefing so participants know what was covered. Tip #2: Create a collaborative and energetic learning environment: Ask participants to identify some of the principles that will apply to the learning environment.

• Everyone teaches/everyone learns avoid judging

• Minimize side talk and cell phone use

• Hard on the issues but soft on the people

• Get connected and stay connected Tip #3: During the introductory session, be sure to discuss and clarify the logistics with participants so that everyone is on the same page going forward. Review the agenda, objectives, start, end, break and lunch times with the group.

Special tips and considerations for the facilitator Some behaviors of an effective facilitator:

• Know the material before delivering the training

• Exude confidence: Be clear, be enthusiastic, and breathe!

• Be responsible for the content for that time period, and the process.

• Monitor the group to be sure that everyone is talking and is being heard.

• Ensure the group is progressing towards the learning goals.

• Ensure that the task and allotted times are suitable.

• Use humor, stories, and examples that directly relate to the work.

• Come prepared with needed supplies, room requirements, seating arrangements.

• Select appropriate activities that will meet the learning outcomes and the needs of participants, keep in mind that these can vary by many factors including gender.

• Clearly explain each activity or group work task, and be prepared for questions.

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• Monitor group dynamics during group work tasks: check early in the process to ensure that everyone understands, and observe who is participating, whether anyone is dominating, and whether anyone is being left out.

• Evaluate the needs of the group periodically, especially at the end of each day to see what you can change for the next day.

• Conduct an evaluation at the end of the training, reflect on your experience as well as reviewing participant feedback, and write down notes for future trainings.

Time management The times planned for delivering each session in the Facilitator Guide are estimates. Facilitators must use their judgment to determine when they should move on to the next session, but also do their best to stay on schedule so that all of the sessions can be completed within the 5 days. Participants will want to discuss issues extensively, but once some discussion has taken place, it is more useful to task participants with how they are going to use this information in their workplace. Less is more. There are a lot of activities packed into this training programme. Facilitators must use their judgment to determine what units need to be reduced or deleted.

Monitoring and evaluating the training

The facilitators should frequently check for understanding of the content, and be sure that most of the participants understand the information being taught. This monitoring can happen through “checking in” often:

o Who feels they easily understand these concepts? o Who has a question about this concept?

End of day monitoring – facilitators should get some form of feedback from every participant at the end of day each, perhaps through sticky notes, answering 2-3 questions, etc. The first session every day should be a fast-paced review of the previous day’s content to deepen the learning. At this time, questions or concerns raised during the previous day’s evaluation can be addressed. End of training evaluation – participants should complete the project-level evaluation form (see Annex 3), and the results of this evaluation should be used to revise the training plan for future use.

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Gender Considerations for the Facilitators1

Female Staff

• Regional and zonal experts, as facilitators and trainers, need to be aware of how to ensure women woreda experts and DAs have full access to learning opportunities offered through this module, and by the facilitators. Be aware that sometimes, women GOE participants are reluctant to speak out in a large group setting.

• Don’t necessarily single out women participants to speak up in a large group, but provide many opportunities for women to otherwise contribute (small group discussions, brainstorming with cards, Gallery Walk, etc).

• These same women and their male counterparts, as woreda experts and DAs, need to have knowledge transfer competencies skills to work effectively with women farmers. Women farmers have different access to extension services and learn new agricultural technologies, in different ways, when compared to male farmers.

• Women experts at all level must be motivated and inspired to be self-confident, open to provide their opinion and participate actively in any professional platform.

• Whenever you provide support remember that you are one of the change agents who are

responsible to provide professional service to women target groups for the bright future of

themselves and their family. Female farmers

• Include women farmers, both Female Headed Households (FHH) and women farmers in Male Headed Households (MHH), in all training programmes, even if they share the responsibility with their husband’s or other heads of households

• Limit theoretical knowledge and show women participants the demonstration. Explain step by step how to carry out the work, and provide many opportunities for women farmers to discuss further among themselves

• Connect women farmers with other women farmers to exchange experiences

• Provide women-only small group follow up opportunities after initial training

• Sight evidence based concrete example of women’s contribution, roles and responsibilities to ensure sustainable household food security

• Explain the impact of maternal under-nutrition on the overall development of the community and the country in general

• There might be women with low literacy levels, making it important to check in with participants

individually to assess their understanding, particularly with individuals who are being quiet in the

group.

• Often women are shy to speak their mind and share their experience; encourage and motivate

them to share their experience, to ask questions, and to offer answers

• Rural women might lack confidence to try new things; always use different inspirational practical

stories that are relevant to their situation and motivate them to build their capacity (e.g., Telling

them stories of successful rural women in their areas)

1 Please see Session 8 for more information about how women farmers can be engaged to adopt new NSA technologies.

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TRAINING PLAN

Nutrition Sensitive Agriculture (NSA) Training for Trainers February 27 – March 3, 2017

Melkassa Agricultural Research Center

Time Topic Leader Process Materials/Notes

DAY 1: February 27, 2017 8:30 – 9:00 Registration Frehiwot Participants registration Registration form

9:00 – 9:20 Welcome Mr. Jim Hamilton AGP2 CDSF Project Field Manager Ato Keberu Belayneh AGP – PCU Coordinator

Welcoming remarks Opening Speech

• Welcoming participants • Opening Speech

9:20 – 10:10 Session 1: Introduction Tanya & Meskerem ▪ Participants introduce themselves to the group, state their name, title and department/organization that they work for

▪ Understand the learning objective

▪ “Signature Game” Handouts ▪ Overhead projector with screen ▪ Flip chart paper and stand

10: 10 –10:30 Session 2 (Part 1): Nutrition Concerns Globally

Tanya ▪ Introduction to key nutrition terms ▪ Global nutrition concerns

▪ Flip chart paper and stand ▪ Overhead projector with screen

10:30 – 10:45 COFFEE BREAK

10:45 – 11:35 Session 2: (Part 2) Nutrition Causes & Consequences

Tanya ▪ Why nutrition? ▪ Malnutrition and its effects ▪ What are major nutrition problems in

Ethiopia?

▪ ADB NSA video

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Time Topic Leader Process Materials/Notes 11:35 – 1:15 Session 3:

What is NSA? Tanya ▪ NSA Pre-test

▪ NSA approaches & technologies ▪ Understanding ag/nut pathways & barriers ▪ Group exercise

▪ Copies of the NSA Pre-Test

▪ Flip chart paper and stand

▪ Cards with the questions for Group Activity

1:15 – 2:15 LUNCH

2:15 – 2:35 Session 4: NNP II & MoANR’s NSA Strategy

Tsehaynesh & Meskerem

▪ NNP II & MoANR/MoLF NSA Strategy ▪ Flip chart paper and stand ▪ Soft Copies of the NNP2 and NSA

Strategy for all participants

2:35 – 3:35 Session 5: (Part I) NSA Technologies & Best Practices (BP)

Tanya ▪ NSA technologies and current research ▪ Group Activity – “NSA opportunities along

the value chain”


▪ Overhead Projector and Screen + PPT

▪ Prize for the “NSA Group Activity

Competition”

▪ NSA Checklist


3:50 – 4:45 Session 5: (Part II) NSA Technologies & BPs

Ato. Tesfa, MARC ▪ Best practices for home gardening activities - theoretical background


▪ Overhead Projector and Screen

▪ PPT for Ato Tesfa

4:45 – 5:00 End of Day Evaluation

DAY 2: February 28, 2017 8:30 – 10:30 Session 5:

(Part III) NSA Technologies & BPS

Ato. Tesfa, MARC ▪ MARC Site Visit to observe best practices for home gardening, including irrigation

▪ NSA Checklist for participants to use


10:45 – 11:45 Session 5: (Part IV) NSA Technologies & BPs

Ato. Tadele, MARC ▪ MARC Site Visit showcasing examples of improved staple crops, vegetables and fruit varieties, including some biofortified crops


11:45 – 12:45 Session 5: (Part V)

Ato. Mersha, MARC ▪ MARC Site Visit - Learning about the varied nutrient contents of selected crops,


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Time Topic Leader Process Materials/Notes NSA Technologies & BPs

vegetables and fruits

12: 45 – 1:15 Session 5: (Part VI) NSA Technologies & BPs

Ato. Fitsum, MARC ▪ MARC Site Visit – Learning about different models/examples of NSA technologies being researched


1:15 – 2:15 LUNCH

2:15 – 3:35 Session 6: Nutrition & AGP2

Tanya ▪ AGP2 Dev Objective and 5 Programme Components – opportunities for NSA?

▪ Group Exercise and presentations

▪ Projector and screen + PPT

▪ Flip chart and marker, scotch tape


3:50 – 4:50 Session 7 NSA Behavior Change Communication (BCC) for farmers

Tanya ▪ Behavior change (BCC) = bridge between agriculture and improved nutrition

▪ Group exercise to familiarize participants with BCC materials for farmers

▪ Projector and screen + PPT


▪ Prize for the “NSA BCC ideas”

4:50 – 5:00 Day 3 study tour briefing & Preparation

Tanya ▪ Debriefing on the Day 2 MARC Site Visits ▪ Reflect on lessons learned and tools ▪ Guidance for Study Tour Assignment (Day 3)

▪ Refreshment for the field trip


DAY 3: March 1, 2017 8:30 – 12:15 Session 8:

NSA Study tour Tsehaynesh, Meskerem & Tanya

▪ Study tour at Genesis Farm, Debreziet ▪ Participant Books,

▪ NSA Checklist

1:15 – 2:15 LUNCH

2:30 – 3:35 Study tour – Unpacking Tanya ▪ Group Exercise for Study tour debrief, lessons learned, overcoming barriers and promoting best practices

▪ Flip chart paper and stand + markers


3:50 – 4:45 Study tour Tanya ▪ Group Presentations for study tour assignment exercise

▪ Flip Chart paper and stand + markers


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Time Topic Leader Process Materials/Notes

DAY 4: March 2, 2017 8:30 – 8:45 Meskerem ▪ Recap of day two and three ▪ Flip chart paper and colored markers

8:45 – 10:45 Session 9: Gender dimensions of NSA


▪ How gender and nutrition linked? ▪ Key concepts on gender and nutrition ▪ The vicious circle of maternal malnutrition ▪ Group exercise

▪ Flip chart paper with colored markers ▪ Index Cards ▪ Instruction Tools for Gender Activity


10:45 – 1:15 Gender dimension of NSA


▪ Group exercise & presentation continued and finalized

▪ Tools for Activity

▪ Video on women friendly NSA technology

▪ NSA Technology Case Study Examples

1:15 – 2:15 LUNCH

2:15 – 3:35 Session 10: Adult learning, effective facilitation…

Meskerem ▪ Neck tie exercise ▪ Adult learning principles and experimental

learning ▪ Learning style

▪ Flip chart paper , marker,

▪ Projector, screen and PPT

▪ Instruction on how to tie a tie

3:35 – 3:50 COFFEE BREAK 3:50 – 4:45 Negotiation skills Tanya & Meskerem ▪ JIGSAW Exercise ▪ Instructions for the exercise


DAY 5: March 3, 2017 8:30 – 8:45 Meskerem ▪ Recap of day four ▪ Flip chart and marker

8:45 – 10:45 Session 11: NSA M&E

Tanya ▪ NSA Impact pathway framework ▪ Summary of key NSA indicators ▪ Group exercise- M&E plan

▪ Flip chart paper and marker


▪ FAO Compendium of Indicators for

Nutrition Sensitive Agriculture

Document


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Time Topic Leader Process Materials/Notes 11:00 – 1:30 Session 12 (Part 1):

NSA Accountability Matrix Session 12 (Part 2): NSA Action Planning

Tanya/ Meskerem ▪ Accountability matrix exercise ▪ NSA Action Planning exercise

▪ Flip chart paper, marker


▪ NSA Accountability matrix exercise

1:30 – 2:30 LUNCH

2:30 – 3:35 NSA Post test evaluation Evaluation of ToT and wrap up

▪ NSA Post Test ▪ ToT evaluation ▪ Certificates and Concluding remarks

▪ Flip chart paper, marker

3:45 CLOSING OF TOT

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SESSION 1: WELCOME AND TOT OBJECTIVES Materials required • “Signature Game” Handouts

• Overhead projector with screen & NSA PPT

• Flip chart paper, stand and markers

Time and duration 9:20-10:10 (50 minutes)

Objectives Participants will:

• Introduce themselves to the group

• Participate in an ice-breaker exercise

• Establish ground rules for the five days

• Become familiar with the learning objectives of the ToT

Session 1 Learning Outcomes

Participants will

• get to know one another

• understand the learning objectives and schedule for the NSA ToT

1. Introductions (15 minutes)

Introduce yourself to the participants. Ask each participant to stand and give their name, their position and location for work, and how long they have worked there. Ask each participant to also share something unique about themselves. Example: My name is ### and I am the AGP2 Federal Gender and Nutrition Specialist, and I have worked there for ## months/years. I live in Addis and I have four children.

2. Opening Ice Breaker (15 minutes) “The Signature Game”

• Hand out to each person the “Signature Game” handout.

• The goal is to have someone in the room put their signature in the box where they meet the criteria for that box. The person to have all boxes with a signature wins!

• Allow 15 minutes for this game. If it is not possible to get all signatures, then the person with the most signatures wins.

3. Ground Rules (5 minutes)

Ask participants to identify some of the principles that will apply to the learning environment. Some example rules could be:

• Everyone teaches/everyone learns avoid judging

• Minimize side talks

• Hard on the issues but soft on the people

• No use of mobile phones / texting during the sessions

• Be free to answer questions or share ideas in whichever language you are most comfortable Together with participants outline the roles and responsibilities of the facilitator and the participants on a flip chart.

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4. Training Logistics (5 minutes) Review the start, end, break and lunch times with the group using the NSA ToT Training Plan, which is found in the NSA Participant Book and also in the NSA slides.

5. Learning Objectives (10 minutes) Review the NSA ToT Learning Objectives with the participants, and ask if there are any questions before getting started (use NSA PPT slides).

END OF SESSION 1

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SESSION 2 (PART 1): NUTRITION CONCERNS AND CONSEQUENCES ON SOCIAL AND ECONOMIC DEVELOPMENT Materials required • Overhead projector with screen and NSA ToT Powerpoint Slides




• Become familiar with the terms that will be used throughout the training

• Learn about the major nutrition problems globally and their consequences on human, social and economic development

Session 2 (Part 1) Learning Outcomes

Participants will:

• Be familiar with the core nutrition/agriculture terms that will be used throughout the training

• Understand the major nutrition problems globally and their consequences on human, social and economic development

1. Nutrition Sensitive Agriculture – Key Terms to Know (10 minutes)

The purpose of this first lesson is to acquaint participants with key “nutrition-sensitive agriculture” terms that will be used throughout the training. Encourage participants to use their NSA Participant Books as a reference tool, as you ask them the following questions about the terms listed on slide 10:

a. What is the difference between malnutrition and undernutrition? b. Are both over and undernutrition problems in Ethiopia? c. What is another word for “chronic undernutrition” (stunting)? d. What is another term for “micronutrient deficiency” (hidden hunger)? e. What are the main food groups in Ethiopia? (staples, legumes and nuts, animal foods, vegetables,

fruits, fats) f. What is the difference between nutrition specific (support the direct determinants) and nutrition

sensitive (support the underlying determinants) programming?

2. The Scale of Malnutrition Globally

• Malnutrition in all its forms affects almost one in three people on the planet

• 159 million children under 5 suffer from stunting

• 51 million children suffer from acute malnutrition

• Over 2 billion people worldwide are deficient in key vitamins and minerals

• Obesity affects 600 million adults worldwide (13% of the adult population)

• 42 million children under 5 are overweight or obese

• Many countries are currently facing the double burden of malnutrition sometimes coexisting at the household or individual level

TheScaleofMalnutri onin2016

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Why should we care so much about nutrition?

• High rates of malnutrition have a negative effect, not just on individuals, but on communities, societies and the economy.

• Families need to consume a diverse diet to prevent malnutrition and enable children to grow up strong, healthy and productive members of society

• In the gender dimensions of nutrition section we will talk more about the importance of strong nutrition during a woman’s pregnancy and during the first two years of a child’s ife

• Economists have calculated that nutrition investments can help increase a country’s GDP by at least 2-3% annually

• Ok – malnutrition is a big problem and has an impact on the economy. So what can we do as agriculture subject matter experts and leaders? The plan is not to turn you into experts in nutrition – but rather to give you the knowledge and skills through this ToT to incorporate nutrition when it makes sense for your program. This course provides the foundation for bridging the boundaries between agriculture and nutrition. We are going to encourage you to become a change agent for Nutrition Sensitive Agriculture or a “boundary crosser”.

“Stunted children today leads to stunted economies tomorrow” (10 minutes) Start Part 2 of Session 2 by sharing the YouTube video (African Development Bank, 2016: https://www.youtube.com/watch?v=XAFtjurBnrY). After the 4 minute video, take another 5 minutes to ask participants to share their impressions and what they understood and learned from the video, and if/how empowered they feel about taking action to address malnutrition.

Adolescentslearnbe er&achievehighergradesinschool

Girls&womenarewell-nourishedand

havehealthynewbornbabies

Childrenreceivepropernutri onanddevelop

strongbodies&minds

Families&communi esemergeoutof

poverty

Communi es&na onsare

produc ve&stable

Theworldisasafer,moreresilient&

strongerplace

Youngadultsarebe erabletoobtain

work&earnmore

Whynutri on?

Becausewhen..

Childrenreceivepropernutri on

anddevelopstrongbodies&minds

Nutri oninvestmentscanhelpbreakthecycleofpovertyandincreasea

country’sGDPbyatleast2to3%annuallyInves ng$1innutri oncanresultina$30returninincreasedhealth,schoolingandeconomicproduc vity.

Ref:ScalingUpNutri on,2016

Asmartinvestment

https://www.youtube.com/watch?v=XAFtjurBnrY

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SESSION 2 (PART 2): NUTRITION CONCERNS AND CONSEQUENCES ON SOCIAL AND ECONOMIC DEVELOPMENT Materials required • Overhead projector with screen

• ADB YouTube Video Download



Objectives • To learn about the major nutrition problems globally and their consequences on human, social and economic development

• To understand the causes and consequences of malnutrition

Session 2 Part 2 Learning Outcomes

Participants will:

• Understand the major nutrition problems in Ethiopia and their consequences on human, social and economic development

• Understand the causes and consequences of malnutrition

1. What are the major nutrition problems in Ethiopia that either affect or are affected by the agriculture sector? (10 minutes)

a. Rates of malnutrition in Ethiopia

• 40% of Ethiopian children are stunted, 9% are wasted, and 25% are underweight1.

• 27% of women of reproductive age are thin or undernourished1.

• Rates of stunting have declined since 2000 but are still considered to be high

• Wasting rates have declined since 2000 but are still a problem in food insecure woredas.

Undernutri oninEthiopia

10Source:EthiopianDemographic&HealthSurvey,2011

Ethiopian Mini Demographic and Health survey, 2013/4

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b. Role of agriculture sector for nutrition

• Agriculture is an important supplier of food and nutrients, a source of income and an engine of growth in Ethiopia

• Agricultural production of food is keeping pace with population growth but despite this increased supply there remains a problem with food and nutrition security, situations made worse by rising food prices

• Food insecurity varies significantly among different regions of the country and even within woredas. Surprisingly, many vulnerable households live in woredas that are considered productive, and “hungry” areas are often interspersed with productive geographic areas. Ask: Why is this?

c. Evolving nutrition preferences

• Demand for food in Ethiopia has changed since the 1960’s due to economic growth with continued changes in dietary preferences. New and different food products are in demand with rising income, in particular, demand for livestock products (beef, pig and poultry meat; milk and dairy products; and eggs) is increasing and leading to a growth in demand for cereal grains to feed livestock. Ask: What are some of the consequences of the increased demand for meat and dairy products on population health, food security and veterinary and public health?

2. Causes and consequences of malnutrition (20 minutes) Causes

• Inadequate food/diet and poor health are the immediate causes of undernutrition. Inadequate food/diet can be caused by household food insecurity and poor care of mother and child including poor or suboptimal feeding practices (underlying causes).

• Similarly poor health can be caused by poor access to health care, poor feeding practices, poor hygiene and sanitation and other health conditions.

Consequences

• Malnutrition can lead to decreased productivity, increased deaths and illnesses and poor educational performance. Together, these factors ultimately lead to poor economic development.

• We often refer to the consequences on 3 levels: individual, societal and economic.

• Ask: What are some specific consequences at each level (use the slides).

Ethiopiastun ngprevalencebyregion

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*****

To conclude Session 2, take 10 minutes to seek feedback and ask participants if they have questions or clarifications about the material covered:

1. Key nutrition terms 2. Major nutrition concerns globally and in Ethiopia 3. Causes and consequences (individual, societal and economic) of malnutrition

END OF SESSION 2

Whatarethecausesandconsequencesofmalnutri on?

Ins tu ons

Poli calandIdeologicalframework

Resources(Environment,Technology,People)

Economicstructure

Food

security&quality

Careresources&prac ces

NutrientIntake

Malnutri on

Healthstatus

Healthservices&WASH

Immediatecauses

BasicCauses

UnderlyingCauses

Foodsecurity:Consistentaccesstodiverse,nutri ousdiets(quan ty&quality)

Women’sempowerment:decision-making,income, me,use&knowledge

Healthyenvironments:Freefromcontaminants&disease

AdaptedfromUnicef,1990

ROOTEDINPoverty Disempowerment

ofwomenPoli cal&Cultural

Environment

Insufficientaccesstoaffordable,nutri ous

FOODthroughouttheyear

Lackofgood

CAREformothers&children&supportformothersonappropriatechildfeedingprac ces

Inadequateaccessto

HEALTH

sanita on&cleanwaterservices

Thecausesofmalnutri onareinterconnected

23

SESSION 3: WHAT IS NUTRITION SENSITIVE AGRICULTURE? Materials required • Overhead projector with screen


• NSA Pre-Test

Time and duration 11:35-1:15 (1hour and 40 minutes)

Objectives • To assess participants knowledge of NSA before the training • To help students understand examples of NSA approaches that they

can apply in their day to day work • To help participants understand the different pathways linking

agriculture and nutrition


Participants will be able to:

• Describe and give examples of Nutrition Sensitive Agriculture programme approaches

• Understand the pathways linking agriculture and nutrition

1. NSA Pre-Test (10 minutes) Distribute and ask participants to complete the NSA pre-test. Remind them that they will not be “graded” on the test, rather it is meant to get a sense of their understanding of nutrition sensitive agriculture going into the course. They will be asked to repeat the test at the end of the training.

2. Defining Nutrition Sensitive Agriculture (20 minutes) Initiate the discussion about Nutrition Sensitive Agriculture by asking

participants to discuss within their roundtables; “What does the term Nutrition Sensitive Agriculture mean to you and your work?” Use the flip chart to write up 2-3 responses from each table and discuss.

Below are some examples of NSA approaches, which you can add to the discussion list if they are not raised. NSA….

• seeks to maximize agriculture’s contribution to nutrition

• stresses the multiple benefits derived from enjoying a variety of foods

• recognizes the nutritional value of food for good nutrition, health and productivity

• recognizes the social significance of the agriculture sector for rural livelihoods

• targets poor households

• promotes gender equality

• provides nutrition education so that household resources are used to improve nutrition, especially for women and young children

• links agriculture to other sectors that address the causes of malnutrition (e.g., health, education and social protection)

Use the NSA ToT PPT to present the World Bank definition also to the group at the end.

24

3. Agriculture – Nutrition Pathways (15 minutes) a. Conceptual Framework:

• Refer to slide 17 “Conceptual Framework: Linkages between Agriculture, Nutrition and Health” and highlight the boxes and pathways where the agriculture sector has a role to play.

• Causes of malnutrition are interconnected: food + care + health (slide 18)

b. Pathways:

• Use slides 25 - 27 to introduce how improving nutrition outcomes through agriculture can happen three ways.

• Looking ahead… Sessions 4 will enable us to learn more about the NNP2 and the NSA Strategy and to discuss how they can be implemented in the context of AGP2.

WhatisNutri onSensi veAgriculture?(1)

“Nutri onsensi veagricultureaimstomaximisetheimpactofnutri onoutcomes

forthepoor,whileminimisingtheunintendednega venutri on

consequencesofagriculturalinterven onsandpoliciesonthepoor,especiallywomen

andyoungchildren”.• -WorldBank,2012

WhatisNutri onSensi veAgriculture?(2)

“Nutri onSensi veAgricultureisagriculturewithanutri onlens,andshouldnotdetractfromthesector’s

owngoals”.• -WorldBank,2012

Whatarethecausesofmalnutri on?

Ins tu ons

Poli calandIdeologicalframework

Resources(Environment,Technology,People)

Economicstructure

Food

security&quality

Careresources&prac ces

NutrientIntake

Malnutri on

Healthstatus

Healthservices&WASH

Immediatecauses

BasicCauses

UnderlyingCauses

Foodsecurity:Consistentaccesstodiverse,nutri ousdiets(quan ty&quality)

Women’sempowerment:decision-making,income, me,use&knowledge

Healthyenvironments:Freefromcontaminants&disease

AdaptedfromUnicef,1990

25

3. Group Work Exercise #1: Agriculture and Nutrition Pathways (45 minutes)

STEP 1: Divide participants into six groups based on the month of their birthdays to mix up the

tables.

STEP 2: Ask each group to come up with examples of NSA activities that they know can help to improve dietary diversity and nutrition through one of the three pathways (food production, agricultural income, women’s empowerment).

STEP 3: Assign 2 groups per pathway. Consider the different entry points for NSA along the value chain from the producer to the consumer. Give the groups 20 minutes to brainstorm.

STEP 4: Use the remaining 25 minutes to wrap up the group work exercise by asking the teams to choose a “presenter” from each group to give their 2 “best” examples of NSA activities that were put forward during their discussion, and to explain why they support the pathway assigned. Ask the groups also whether they feel that any one pathway may (or may not be) more effective at improving nutrition, than the others.

Note: Let participants know that the NSA activities ideas generated here will be used for other group work exercises coming up in Sessions 4 through 7.

***** To wrap up Session 3, ask participants if they have questions or clarifications about the material covered:

1. What is Nutrition Sensitive Agriculture?

2. What are the pathways linking agriculture to nutrition?

END OF SESSION 3

26

SESSION 4: NNP2 AND MOANR/MOLF NSA STRATEGY Materials required • Overhead projector with screen and NSA ToT PPT Slides


• Participant Books (to reference NNP2 and NSA Strategy)


Objectives • To provide an overview of the Government’s commitments to reducing malnutrition under the Seqota Declaration

• To ensure that participants also understand the Strategic Objectives and Results Areas of the NNP2 and the new MoANR/MoLF NSA Strategy


Participants will: 1. Understand the Government of Ethiopia’s commitments under the Seqota

Declaration 2. Understand the Strategic Objectives and Results Areas of the NNP2 and the

MoANR/MoLF NSA Strategy

Overview: Seqota Declaration + NNP II + NSA Strategy This is a short (20 minute) session geared to ensure that participants are familiar with the key government commitments, plans and strategies with regards to nutrition and agriculture. Take 10 minutes to go through the PPT slides 32-36 (see next page) and then ask participants to discuss and answer the following questions at their tables and share their responses with the broader group (10 minutes). Discussion Questions:

• Who has already used or are familiar with the NNP2? With the NSA Strategy? Share examples of how they have used them in their work.

• How can/should the agriculture sector contribute to achieving the goals set out in the Sequota declaration. What types of changes need to take place within the agriculture sector?

• How are the roles of the agriculture sector with respect to nutrition different from the health sector, as outlined in the NNP II?

27

Seqota Declaration, NNP II, NSA Strategy

END OF SESSION 4

NNPII–2016-2020

NNPII

MOH MoA

NR

MOI

MOT

MoLSAMW

CY

MOFED

MOE

MOWE

ML&F

MoANR/MoLFNSAStrategy

28

SESSION 5 (PART 1): NSA TECHNOLOGIES AND BEST PRACTICES Materials required • Overhead projector with screen and NSA ToT PPT


• Participant Books (to reference NSA documents)

• Prize for best team effort on Group Exercise 3

Time and duration 2:35-3:35 (60 minutes) 3:55 – 4:20pm (25 minutes)

Objectives • Share and explore examples of NSA technologies and best practices

• Equip participants with the tools they need to be able to assess new or existing agriculture activities for their “nutrition sensitivity”


Participants will: • Be familiar with examples of NSA technologies and best practices • Know to assess new or existing agriculture activities for their “nutrition

sensitivity” • Understand the entry points for NSA along the value chain

1. NSA Technologies (20 minutes)

Promoting the scaling up of “best practices” of agricultural technologies and management practices in agricultural production and post harvest activities is a key policy focus of Ethiopia’s Agriculture Growth Programme (which we will learn more about in Session 6). Many nutrition and gender sensitive agriculture technologies have and are currently being researched and piloted in Ethiopia through both government and NGO initiatives, including work here at Melkassa Agriculture Research Center which we will be observing and learning more about tomorrow. In this session we will equip you with tools and reference materials that will help strengthen your understanding and awareness of different NSA technologies, and how they can be promoted in a way that maximizes their “nutrition sensitivity” in the context of broader agriculture sector activities. Refer to:

a. NSA crops & technologies (“Examples of NSA Activities along the Value Chain – USAID, 2016) b. 10 policy and programming priorities for NSA (FAO, 2013) c. NSA Activity Checklist

These reference materials are all found in the Participant Books, and will be used for field assignments during the excursions scheduled for Tuesday and Wednesday. Explain to students that they should use their checklists during the planned field visits and demonstrations about horticulture Day 2.

29

2. Group Work Exercise #2: NSA along the Value Chain STEP 1: Divide participants into six groups (using a different game to mix up the groups). STEP 2: Assign each group to one of the six component areas of the value chain (see diagram

below), and ask them to think about (a) the places where nutrient losses occur along the value chain, (b) appropriate NSA technologies and activities to recommend and (c) possible barriers to the uptake of the approaches and/or technologies suggested. Allow 15 minutes for the group discussions and to write their ideas on flip chart paper (one page per value chain component).

Group 1 = Input Supply Group 2 = Production & harvest Group 3 = Storage & processing (*focus on aflatoxins) Group 4 = Transport Group 5 = Marketing & sales Group 6 = Production & consumption

STEP 3: The facilitator can use the following diagram to add to the dicsussion. Ask each group to

nominate a “rapporteur” who will present their flip chart page and tape them up. Each group will have 3-4 minutes to present. Ask participants to help fill in gaps

Value Chain – Entry points

Input Supply Production & Harvest Storage &

Processing Transport Marketing &

Sales Preparation & Consumption

Inputs of nutrient-rich crops/animals/ fish not available or of poor quality Storage containers not available or expensive

- Water pollution - Incorrect moisture content at harvest - Incorrect levels of soil nitrogen, potassium, phosphorus & calcium - Pests & Disease - Infection w aspergillum leading to high levels of aflotoxins

Light & heat damage Non-hygienic milk cans Milling & polishing removing nutrients or contaminating

Light & heat damage Physical damage to products during handling

Light, heat & physical damage in open-air market displays Lack of cold chain access False advertising

Cooking time too long Frying & fermentation Peeling

END OF SESSION # 5 (PART 1)

Input SupplyProduction &

HarvestStorage &

ProcessingTransport

Marketing & Sales

Preparation &

Consumption

30

DAILY MONITORING EXERCISE: 4:45pm (15 minutes) Summarize the main concepts of Day 1:

• Introductions & TOT Objectives

• Major nutrition Problems and their Consequences on Economic Development

• What is Nutrition Sensitive Agriculture

• NNP2 and MoANR/MoLF NSA Strategy

• NSA Technologies and entry points along the value chain for maize Seek genuine feedback participants regarding any questions, confusions or concerns about the days material. Remind them of the 8:30am start time for Day 2.

31

SESSION 5 (PART 2): NSA TECHNOLOGIES AND BEST PRACTICES Materials required NSA Checklists (participants)

Time and duration 8:30 – 10:15 (1h45 minutes) 10:45 – 1:15 (2.5 hours)


• Visit a showcase or demonstration of NSA crops, horticulture or livestock/poultry (based on what is locally available)

• Learn about the nutrient content of different varieties of fruits and vegetables (or other NSA)

• Learn about different NSA technologies being researched at Melkassa (or other, and opportunities/barriers to their promotion

Session 5 (Part 2) Learning Outcomes

Participants will • Understand the nutritive value of different crops, vegetables and fruits

and, best practices and evidence for their promotion • Understand different NSA technologies being researched

Example:

1. Site visit – Melkassa Agricultural Research Center (MARC): Kitchen Garden Model Site 2. Showcase of improved crops, vegetables and fruits researched at MARC 3. Presentation of different vegetables and fruits researched at MARC and their nutrient content 4. Observation of different NSA technologies being researched at MARC

32

SESSION 6: NSA AND AGP2 Materials required • Overhead projector with screen + PPT


• Participant Books (to reference AGP2 PIM sections)

• Instruction Cards for the Group Exercise

• Prize for best team effort on Group Exercise

Time and duration 2:15-3:35 (1 hour and 20 minutes)


• Be reminded of the overall AGP2 Development Objective and its five program components

• Learn about opportunities where the NNP II and NSA strategy can be implemented in AGP2

Learning Outcomes

• Be familiar with the five Programme Components of the AGP2

• Understand how and why improving dietary diversity and food consumption at the HH level is part of AGP2’s overall DO

• Understand the entry points and barriers for NSA within each of the Programme Components

1. AGP2 Development Objective & Programme Components

The purpose of Session 5 is to familiarize participants with the main Development Objective of the AGP2, and its five Programme Components. The Group Work Exercise for this Session will enable participants to consolidate the information learned so far about priorities for NSA (as outlined in the NNP2, the NSA Strategy and the AGP2 Program Implementation Manual), and learn how to identify and recommend evidence-based NSA technologies and approaches to implement the priorities at the farm level. Participants will also be challenged to think critically about the barriers that currently exist to the uptake of NSA technologies in the context of AGP2, and what can be done to overcome them.

Overview and discussion about the AGP2 and NSA (10 minutes)

1. Were you aware that the Development Objective of the AGP2 included a component to improve dietary diversity and consumption at the HH level?

2. Which, if any, of the 5 AGP2 Programme Components could include NSA activities? and why (or why not) they think so.

33

2. Group work exercise #3: Designing NSA approaches within the context of AGP2 (70 minutes)

For this group exercise, participants will be asked to look into opportunities within each of the AGP2 Program Components and identify how to develop strategies for incorporating NSA approaches. STEP 1: To start, divide participants into five groups (one for each AGP2 component) and give

each group an index card containing details of the Programme Component for which they are responsible, and the questions they will need to answer for that Programme Component.

STEP 2: Instruct participants to use their Participant Books as reference tools to identify:

1. What are the entry points for NSA within each component? 2. What are the barriers? 3. What are the opportunities to overcome the barriers?

STEP 3: Allow sufficient time to ensure that all participants are clear on the assignment. Then give

the groups 45 minutes to prepare their plans using as much as possible, the resources found in their Participant Books.

STEP 4: Once the groups have come up with their Activity Plans, ask one member from each group to

present and “pitch” their plan to Senior AGP2 management. Each group will only have five minutes to convince their manager of its merit. Once the presentations are done, vote on the best Activity Plan, award the prizes and then close the session.

END OF SESSION 6

34

SESSION 7: NSA NUTRITION EDUCATION FOR FARMERS Materials required • Overhead projector with screen + PPT


• Handouts containing the BCC themes and messages for the Group Work Exercise

Time and duration 3:50 – 4:50 (60 minutes)


• Understand what is Behavior Change Communication and guiding principles for behavior centered programming

• Become familiar with examples of BCC (nutrition education) materials

Learning Outcomes

• Be able to understand the importance of nutrition education for

agriculture programs

• To learn about the “SURE” NSA BCC materials, as an example

1. Introduction to Behavior Change Communication for NSA (15 minutes) In many cases, one missing link to bridge agriculture and nutrition activities is education. Scientific reviews of agriculture projects have demonstrated that many fail to meaningfully incorporate education interventions to convince families of the benefits of adopting different agricultural behaviors and practices that can improve nutrition. Nutrition education is more than telling farmers that growing backyard gardens will help their children to be healthier, it’s about getting underneath specific barriers that inhibit mothers and fathers from providing the right types and diversity of foods for their families. It is also important consider the agriculture-nutrition pathways that were learned in Session 3. The MoANR Case Team is working to standardize and harmonize training materials and tools for NSA that can be used by DAs and ToTs. These materials will build on those already developed by the Government (e.g., SURE materials) and NGO projects such as ENGINE, LMD, PRIME and Alive and Thrive. Once these materials are ready, they will serve as an important tool for DAs to use in the field. Questions to ask:

a. What are some examples of SPECIFIC BEHAVIORS that we may be trying to influence male farmers when it comes to nutrition?

• Adopting a new technology will enable them to better preserve their maize crops, to save them money and use it for food, education fees and/or treating illness and disease

• Allocating land to plant a new, more nutritious crop or home garden will help them to earn more money AND provide a healthier, more diverse diet for their family

• Feeding young children and pregnant women at least one serving of egg or vegetables every day will help them to do better in school and be healthy.

• Saving money each month to use in the market for purchasing vegetables, is important for the health and nutrition of your family.

35

Use slides 55 – 62. To explain the opportunities for behavior change (nutrition education) in the agriculture context, discuss how DAs use BCC in their day to day work to persuade farmers to adopt new agricultural practices and technologies. They will understand that sometimes they are more (or less) successful with convincing farmers that it is worth their effort to adopt the recommendation. In order to be successful, they need to provide well-designed and persuasive messages through DAs to male and farmers. The SURE nutrition education materials for the agriculture sector provide 7 message themes that can be referred to as an example for the participants. Example message themes

1. Food Production Pathway: Grow more food for home consumption 2. Food consumption Pathway: Use the income earned from the sale of food produced to purchase

nutritious foods for the household 3. Women’s Empowerment Pathway: Save X Birr per month from income gained from Teff sales for

the purchase of vegetables and legumes for your child and/or pregnant or lactating wife.

This slide shows the findings of a study by the NGO Alive and Thrive. It shows that the more frequent contacts made with a target audience results in greater likelihood that the person will adopt the recommended behavior. It is based on research in Ethiopia related to the promotion of consumtion of egg by pregnant women and children.

TheSatura onEffect

36

This is a message development tool developed by Alive and Thrive that can be used to help agriculture staff to narrow down the type of message to be developed and used to influence the behavior of male and female farmers in order to improve dietary diversity.

2. Group work exercise #4: NSA messages (45 minutes) STEP 1: Divide participants into seven (different) groups. STEP 2: Assign each group one of the behavior themes to review and critique the messages

included. Give each group a handout with the pictures and associated messages for the theme.

a. Selection and diversity of crops b. Land management c. Water Management d. Livestock e. Income from Agriculture f. Shared role of fathers and mothers on family nutrition g. Food handling, processing and storage

STEP 3: Ask the groups to prepare develop a creative scenario role play using the materials and

involving a DA and multiple farmers (male, female). Ask some groups to also involve community leaders or other figures into the scenario. Ask them to use the SURE materials (see: Participant Book) and the “Message Development Worksheet” to think about (a) message development; (c) tailoring messaging to different target audiences; (c) using different BCC channels to maximize frequency and intensity of messaging (d) the required action and (d) who will benefit. They will have 20 minutes to prepare their skits.

STEP 4 Ask the groups to present their role plays. After each skit, invite other groups to provide

their suggestions for how the BCC approach could be strengthened further.

END OF SESSION 7

MessageDevelopment

37

Preparation for Day 3 (10 minutes):

Explain the assignment that participants will be responsible for during the NSA Study Tour on Day. Give participants the Study Tour Assignment Handout (see section for Session 8). Participants should be familiar with the assignment before visiting the first MARC demonstration, so that they will be prepared to begin their assessment

DAILY MONITORING EXERCISE: (15 minutes) Summarize the main concepts of Day 2:

• Implementing the NNP2 and the MoANR/MoLF NSA Strategy

• Nutrition and the AGP2 Programme Components

• Nutrition Sensitive Technologies

• BCC / Nutrition Education for Farmers Seek genuine feedback participants regarding any questions, confusions or concerns about the days material. Remind them of the start time for Day 3.

38

SESSION 8: NSA STUDY TOUR – GENESIS FARM Materials required • Water and snacks

Time and duration 8:30 – 12:15 (3 hours 45 minutes) 12:15 – Travel back to Training Venue 2:15 – 3:15 – Study Tour Debrief and Assignment Preparation 3:15 - 4:45 – Presentation and discussion

Objectives • To learn about the NSA approaches and technologies used by Genesis Farms along the entire value chain from inputs through to the consumer

• To use NSA checklists to identify opportunities and potential barriers that would be involved in scaling up practices specific to the context of their regions

,


Participants will

• Analyze agricultural practices from the NSA perspective

• Evaluate agricultural practices, identify barriers and design NSA approaches that are feasible to scale up in their regions

1. Genesis Farm Study Tour Visit

Participants will spend the morning visiting the Genesis Farm in Debre Zeyt, and the afternoon sharing their perspectives and recommendations on which crops and technologies may be successfully scaled up elsewhere in Ethiopia and how. See instructions for the Study Tour Assignment on the next page.

39

************************************************************* MARC AND GENESIS FARM STUDY TOUR ASSIGNMENT SESSIONS #5 & 8 – ASSIGNMENT FOR MARC SITE VISITS AND GENESIS FARM STUDY TOUR

Participant Instructions: Assignment:

1. You will work in your regional teams to develop an “Approach for Scaling Up” one of the NSA technologies that you observed during the site visits at MARC and Genesis Farms.

2. Step 1: Choose one or more NSA technologies that could potentially be scaled-up in your region

based on its unique context and situation.

3. Step 2: Consider the following questions:

a. What are the barriers to scaling up? How can they be overcome? b. What are the capacity gaps at the regional level? Zonal level? Woreda level? How can

they be overcome? c. How will women’s empowerment be strengthened (Pathway #3)? d. What is the scale of the approach (e.g., how many woredas)? e. Is the approach cost-effective and feasible? f. Will it lead to improved dietary diversity at the household level? If not, what is missing? g. Have you included nutrition education? How? Try to be specific. h. How will the approach be monitored and evaluated?

4. Step 3: You will work in your regional groups and be given one hour Wednesday afternoon to

consolidate ideas and prepare a short group Flip Chart presentation.

5. Step 4: Each group will be given 15 minutes to present. Following the discussion, participants will vote on the “Most Feasible and Cost Effective Approach”. The winning team will receive a small prize! Note that the NSA approaches will be peer-evaluated using the NSA Checklist Questions and should be realistic, feasible and cost-effective to implement.

****************************************************** Example: Participants could consider opportunities and barriers for scaling up best practices in their regions for: (a) the dairy or fruit/vegetable storage and processing systems (b) sanitation and hygiene issues along the value chain from production through processing for poultry or small animal husbandry

40

2. Group work exercise #5: Developing NSA Approaches STEP 1: See participant Study Tour Assignment instructions on the previous page.

STEP 2: Give each group 10 minutes to present their feedback to the broader group. Allow

questions after each presentation. STEP 3: After all of the presentations, consolidate the best practices and strengths of the plans.

Ask the participants to vote on the group with the most viable plan and award the prizes.

END OF SESSION 8 ******

DAILY MONITORING EXERCISE: 4:45pm (15 minutes) Summarize the main concepts of Day 3:

• Study tour and Activity Plan development, lessons learned Seek genuine feedback participants regarding any questions, confusions or concerns about the days material. Remind them of the start time for Day 4.

41

DAY 4 8:30am Start

Ice-breaker to start the day (15 minutes) (*time permitting)

Recap from days 2 & 3 (15 minutes):

Questions to ask the group to refresh on the key topics covered:

1. What is the nutrition-related part of AGP2’s overall Development Objective? 2. Can someone give an example of a NSA activity or technology that could be planned in support of

AGP2 component 3 (Small Scale Irrigation)? 3. Name 4 qualities of a promising NSA technology? 4. Name 2 examples of barriers to the scaling up of NSA technologies? 5. What were two new things that you learned from the study tour and Activity Plan development

exercise yesterday that you didn’t already know about NSA?

Ask if there were any questions or concerns to address from Day 2 or 3 with regards to the content or flow of the sessions.

42

SESSION 9: GENDER DIMENSIONS OF NUTRITION Materials required • Overhead projector with screen and NSA PPT


• Index Cards for Gender Group Activity (Value Chain)

• NSA Case Studies (enough copies for each participant to have one copy of one case study)

Time and duration Day 4 8:45 – 10:30 (1h45 minutes) – Part I 10:45 – 1:15 (2h30 minutes) – Part II

Objectives • To explain the gender dimension of NSA

• To share how to apply NSA approaches that address the needs of women and men farmers

• To encourage participants to analyze the contribution of women’s empowerment to overcome challenges of malnutrition


• Understand the gender dimensions of NSA

• Apply NSA approaches that address the needs of women and men farmers

• Analyze the contribution of women’s empowerment to overcome the challenges of malnutrition

1. How are Gender and Nutrition Linked? (15 minutes)

Introduce Session 8 by walking through some of the basic ways that gender and nutrition are linked within the agriculture sector using the slides. Ask the group for their ideas, and use the flipchart to write them down.

KEY POINTS TO GET ACROSS:

1. The Socially constructed gender roles of men and women interact with their biological roles to affect the nutrition status of the entire family and of each gender

2. The nutrition status of newborns and infants is intimately linked with the nutrition status of the mother before, during, and after pregnancy

3. Nutrition during the “first 1000 days of life” – from when a mother first becomes pregnant, through until her child is two years of age – is the critical window of opportunity to ensure that the baby gets enough nutrition to ensure strong mental and physical development

4. Women’s empowerment, access and control over resources as well as decision making power is a key to ensure household food availability, consumption and diversification

43

2. Group Work Exercise #6: Integrating Gender and Nutrition into an Agricultural Value Chain2 (30 minutes)

The purpose of this exercise is for the participants to create a value chain for an agricultural enterprise and explore ways to integrate gender and nutrition into the various steps, with an emphasis at each step on who has access to and control of resources, who makes decisions, and who performs the work. The exercise encourages participants to confront power relations and entrenched societal norms that are often legitimized by strong traditions and beliefs regarding the appropriate roles for women and men especially when applied to agricultural activities. STEP 1: Divide participants into six groups (ensure groups differ from the previous days). STEP 2: Give each group an index card that describes three small-scale, commercial agricultural enterprises appropriate for the area, such as teff, maize, mung bean or poultry. Allow the groups to select one of the enterprises...the number of participants working on each enterprise does not have to be equal. STEP 3: Give each group half sheets of paper, colored markers, and tape. Ask each group to draw a value chain for their enterprise...if necessary, provide an example of a generic value chain. For example, the beginning of the cycle for orange flesh sweet potato (OFSP) may be to prepare the seedbed, followed by purchasing seed...and ending with the consumption or sale of OFSP in the local market. The cycle should be drawn using pictures and words using as many sheets of paper as needed. Allow the groups to work on their drawings for approximately 45 minutes. STEP 4: For each stage of the value chain have the groups respond to the following questions by drawing either the symbol for a man or the symbol for a woman (or both) on the stage:

o Who has access to the resources at this stage? o Who controls the resources at this stage? o Who decides what is happening at this stage? o Who performs the work at this stage?

2 This group exercise (Parts I & II) is adapted from the INGENEAS Integrating Gender and Nutrition within Agricultural Extension

Services (2016)

Lowweight&heightof

child

Adolescentgirlswithlowweight

&height

Womenwithlowweight&

height

Lowbirthweight

MalnourishedWomenin

Reproduc veAge

Viciouscycleofintergenera onalmalnutri on(maternalmalnourishment) How NSA impact on women & men Reducingunder–nutri onimprovesthewell–beingof

family,community…

IncreasingknowledgeonNSAimprovesdiversifica onofagriculturalproduc ons&

accessibilityinmarket

Adop ngaNSAlensimprovewomen’spar cipa onand

empowerment.

Reducingunder–nutri oncanenhanceourproduc vecapacity(especiallyintheagriculturalsector)and

advanceeconomicgrowth

44

PRESENTATION OF GROUP WORK EXERCISE: Integrating Gender and Nutrition into an Agricultural Value Chain3 (60 minutes)

Allow each group to present their agricultural value chains... encouraging all participants to provide insights and comments. Gather the participants around one of the value chains. Examine the chain by asking the following questions to the entire group:

o In what ways does who has access and control at each stage affect the nutritional value of the product?

o Since increasing the availability and consumption of a wide range of nutrient-rich foods

throughout the year will positively affect the entire household, how can the nutritional level of the household be improved throughout the value chain?

o In what ways can extension providers promote nutritional awareness at the different

stages of the value chain? In what stages can extension providers have the most impact on household nutritional levels?

TEA BREAK

3 This group exercise (Parts I & II) is adapted from the INGENEAS Integrating Gender and Nutrition within Agricultural Extension

Services (2016)

45

3. GROUP WORK ACTIVITY #7: Gender and NSA Best Practices – Case Studies (2h 30 minutes) For the second part of the session, the facilitator will share NSA best practice examples with the participants for a Group Exercise and critique:

Case Studies: STEP 1: Divide participants into 6 groups and assign each group one case study to review and critique. STEP 2: Give the groups 20 minutes to review their respective case study and provide their perspectives on the following questions from your NSA Checklists:

a. Does the activity incorporate explicit nutrition objectives in their design? b. Does the activity assess the context at the local level to design appropriate activities

to address the types and causes of malnutrition c. Does the activity target the vulnerable and improve equity? d. Does the activity collaborate and coordinate with other sectors? e. Does the activity maintain or improve the natural resource base? f. Does the activity empower women? g. Does the activity facilitate production diversification, and increase production of

nutrient-dense crops and/or small-scale livestock? h. Does the activity improve processing, storage, and preservation? i. Does the activity expand markets and market access for vulnerable groups,

particularly for marketing nutritious foods j. Does the activity incorporate nutrition promotion and education around food and

sustainable food systems? Explain to participants that it is okay if the case study does not respond to all of the questions above). The point is to look at the activity with a “NSA lens” and identify where the opportunities may be to make it more nutrition sensitive. STEP 3: Allow the remaining 25 minutes for the groups to nominate a representative to share their observations with everyone and discuss what was learned through the exercise. Remind participants that they will use this criteria again to critique the activities being observed during the study tour on Day 3.

46

SESSION 10: ADULT LEARNING, EFFECTIVE FACILITATION AND NEGOTIATION SKILLS Materials required • Overhead projector with screen and NSA ToT PPT Slides


• Neckties (approximately 40)

Time and duration 2:15 – 3:35 (80 minutes) 3:50 – 4:45 (55 minutes) – JIGSAW Exercise


• Understand principles of adult learning theory

• Grasp effective training facilitation skills

• Review proper techniques required to teach and provide ongoing technical backstopping to woreda and DA level TOTs on NSA


• Understand principles of adult learning theory

• Grasp effective training facilitation skills

• Review proper techniques required to teach and provide ongoing technical backstopping to woreda and DA level TOTs on NSA

1. Group Work Exercise #8: “Neck-tie Group Exercise” (45 Minutes)

Instructions: Distribute the neck ties to all participants and tell them to put them on the table until they told to start working on the exercise.

This exercise has three steps:

STEP 1: Read the instruction of how to tie a neck-tie. Right after you finish reading the instructions, ask participants to tie the neck tie. Most probably some comments will arise mentioning it is impossible, that the reading was too fast. They may ask for to read the instruction again and demonstration.

STEP 2: At this stage, one facilitator will do a demonstration while another facilitator reads the instructions again of how to tie a neck tie. Remind participants to pay attention to the demonstration and instructions given. Right after you finish reading, ask them to tie the tie. At this stage very few participants might manage to tie the tie correctly.

STEP 3: At this stage; tell the participants that one facilitator will show them the demonstration and you/ another facilitator read the instruction of how to tie a neck tie; and they are now also allowed to try tying at the same time. Now, most of them will manage to tie the tie correctly. Link the activity in this exercise on how learning can be effective while adult try to learn by doing.

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Instructions on how to tie a tie

1. A. Start with the backside of the tie facing away from you, the wide end is on the right and the small end is on the left. B. The tip of the small end should rest slightly above your belly-button (this will vary depending on your height and the length & thickness of your tie). Move only the active (wide) end.

2. Put the Wide end under the small end to the left.

3. Then put the wide end across the small end to the right.

4. Then put the wide end up into the neck loop from underneath.

5. And the put the wide end down through the loop you've just made in the front.

6. Pull down on the wide end to tighten.

7. Slide the knot up to adjust

2. Introduction to Adult Learning (15 minutes) The purpose of Session 10 is to help participants understand that effective facilitation involves engaging participants in an interactive way that responds to the different learning styles. It is also meant to equip them with ideas and tools to apply when they are adjusting and delivering the NSA ToT training at the woreda and DA levels.

KEY POINTS TO GET ACROSS:

Slide: Learning styles Through training, we want our trainees to learn a new skill. People learn in different ways:

Use the following slide to explain the relationship between learning style and how individual understand as per their preferred learning style. Explain the consideration of such styles whenever CD interventions designed.

Some people learn by hearing or listening. They are called audio or auditory learners.

Some people learn by seeing, watching or reading. They are called visual learners.

Some people learn by doing. They are called kinesthetic or tactile learners.

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Summarize the main concepts of Day 4 (15 minutes)

• Gender dimensions of NSA

• Adult learning, facilitation and negotiation techniques Ask participants if there are any questions or concerns about the days material and remind them of the start time for Day 4.

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DAY 5 8:30am Start Recap from day 4 (15 minutes):

Questions to ask the group to refresh on the key topics covered:

1. Integration of nutrition and gender into the value chain approach 2. Adult learning styles – adapting facilitation materials and tools and training approaches to

use with woreda staff and DAs

Ask if there were any questions or concerns to address from Day 4 with regards to the content or flow of the activities.

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SESSION 11: MONITORING AND EVALUATION OF NSA ACTIVITIES Materials required • Overhead projector with screen and NSA ToT Powerpoint Slides


Time and duration 8:45 – 10:30 (1 hour 45 minutes)

Objectives • To identify and understand the measures used for monitoring and evaluating NSA activities, including recommended indicators

• To understand the importance of NSA M&E within broader agriculture M&E plans and priorities


• Understand the types of measures used for monitoring and evaluating NSA activities, including recommended indicators

• Be able to incorporate M&E plans for NSA activities within broader agriculture M&E plans

1. Introduction to NSA M&E (30 minutes)

It is vitally important to include NSA M&E in agriculture activity plans and budgets, so that it is possible to measure whether their changes in practices and behaviors are having the desired impact of increasing household dietary diversity and consumption. The EU produced a report in 2015 that includes M&E recommendations for nutrition within AGP2, across each of the 5 programme components. In 2016, FAO also released a compendium of indicators for nutrition sensitive agriculture. The compendium provides a compilation of indicators that may be measured for identified outcomes of nutrition-sensitive investments. The framework includes 6 outcome level areas that are directly affected by an intervention. Use the EU paper and the FAO report as guidance to enable a discussion about which indicators (examples) may be most appropriate to use under each of the AGP2 programme components

NSAImpactPathwayFramework

Income Naturalresourcemanageme

ntprac ces

Woemn’sEmpowerment

Nutri onknowl-edge&norms

On-Farmavailability,diversity&safetyoffood

Foodenvironme

ntinmarkets

FoodAccess

Diet

CarePrac ces Healthandsanita onenvironment

Nutri onalStatus

HealthImpacts

Outcomes

Source:HerforthandBallard,2016

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Explain the difference Dietary Diversity Scores, Food Index, Nutrition Knowledge and other NSA indicators. Also highlight the need for M&E to be used to protect against the potential negative effects of agriculture programs. 2. Group Work Exercise #: Developing an M&E Plan (60 minutes)

STEP 1: Divide participants into six groups (same as those used for the Gender Value Chain exercise) and ask them to use the FAO compendium as a resource to develop indicators and a M&E plan for the value chain that they were assigned (Day 4).

Ask the groups to be as realistic as possible with their M&E plans in terms of cost and feasibility of data collection, management and use/alignment with other M&E plans already in place for the AGP2. Instruct participants that their M&E plans should include indicators, a timeline for how data would be collected, and staff responsibilities and accountability for the plan. Give the participant groups 50 minutes to complete this task.

STEP 2: Reflection – Ask a volunteer from each group to share which indicators were

selected for the proposed intervention package and why. Ask participants to vote on the most realistic and feasible M&E plan to receive a prize!

END OF SESSION 11

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SESSION 12: DEVELOPING AN NSA ACCOUNTABILITY MATRIX Materials required • Overhead projector with screen and NSA ToT PPT Slides


• Handouts explaining the accountability matrix

Time and duration 11:00-1:30 (2 hours and 30 minutes)


• Clarify responsibilities and accountability for their teams and Identify realistic plans for NSA within the scope of their work responsibilities;

• Develop regional action plans and set realistic goals and timelines for achieving the plans

Learning Outcomes

• Regional NSA Accountability Matrices developed with clear goals, timelines and responsibilities

“What is Accountability? (15 minutes)

Begin the session by asking the group to provide their interpretation of the word accountability. Spend no more than 5 minutes trying to get responses to this question. Write them down on the flip chart.

“Accountability is reporting. People report to other people”.

Key points about Accountability:

• Accountability has a clear link to higher work performance

• Results in improved competency and commitment to work

• Also results in increased employee morale, and work satisfaction

• Improves creativity and innovation because the employee is more invested in the future of the department or organization

Ownership versus Accountability:

• Ownership is about taking initiative and doing the right thing… taking responsibility for results and not assuming it’s someone else’s responsibility. It means that you recognize something is material to achieving results, that you take the initative to bring it to the attention of the right people

• Accountability is about follow through and getting done what you said you would get done.

• It recognizes that other team members are dependent on the results of your work and not wanting to let them down

• It involves good pro-active communication to keep team members informed on the status of your commitments because you respect that the results of your work has a direct impact on their ability to make their own commitments

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Why accountability is essential

• Without accountability, execution suffers. How? o When we don’t hold ourselves accountable to get something done well and

on time, there is a tendency to become even more lenient and forgiving for slippages… a day becomes a week and a week a month.

o When we don’t hold ourselves accountable, the impact is exponential. Your delay becomes the teams delay. The work they had planned gets impacted and that work potentially has further downstream effects.

• Make sure that accountability is more than a stated characteristic of how your team operates. There need to be consequences which are both positive and negative, and those consequences need to be consistently applied.

• Establish meaningful goals and measurable metrics for everyone in the organization. Without proper goals, it is impossible to effectively enforce accountability.

• Make accountability everyone’s responsibility. Resist the temptation to ignore when someone on your team needs to be held accountable.

• Build trust through support and encouragement

Group Work Exercise: Developing Accountability Matricies (60 minutes)

The facilitator will explain to the group that by the end of this TOT they are going to be responsible for building the capacity of woreda TOTs and DAs to understand how to increase household dietary diversity and consumption. Through this interactive exercise, we are going to learn how to do this very important work. STEP 1: For this Group Work Exercise, participants will be divided into their regional groups. STEP 2: Reflect on how this training can be adapted for cascading in your region. Take 15-20

minutes to discuss the following 5 questions:

1. Convince Woreda Staff and DA’s about NSA

• How do you engage them? What techniques do you use?

• How do you make them aware?

2. Develop tailored Training Programmess for Woreda staff and DAs

• How would you tailor this training programme to make it more effective for Woreda Staff and DAs?

• Where should the training take place?

• How many trainings are needed per Woreda? How frequently?

3. Teaching Woreda Staff and DAs about working with Women Farmers

• How do women farmers learn best?

• How do the NSA capacity development programmes need to be adapted for women farmers? When should trainings be made available to women farmers?

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4. Teaching and learning materials

• What training and learning materials (TLM) (checklists, diagrams, flip books, take away pamphlets on NSA) would be appropriate to use in the woreda with farmers?

• Make a list. How will you go about developing these materials?

• Who will do this work?

5. Operation and Maintenance

• How can you make sure that woreda staff and DAs apply what they have learned about NSA effectively? What is your role as a regional expert? As a Federal expert?

• How can you make sure you are frequently available for technical backstopping?

STEP 3: Ask the groups to now start developing their regional accountability matrix using the

templates provided as a guide (they can be modified if needed), considering the following: (45 – 60 minutes)

1. Consider how subsequent ToT for NSA will be rolled out and when. 2. Tasks that should be performed by each team at each level. 3. Define someone in each office who is the person responsible for the

performance of each task. This person authorizes the integrity and quality of the task, and approves it as successfully completed.

4. Define someone in the office who is accountable for each task. The accountable individual provides general oversight to the performance and reviews/authorizes. This individual would be of a hierarchical authority with the ability to make decisions. As overall accountability lies with this person, this individual would also ensure that deadlines are met.

5. As a group (comprised of co-workers from the same regional office) negotiate, for each task, the person in their office who is appointed for each task and each level of responsibility.

*** Ensure that the participants understand that this Matrix needs to be filled out according to their own Region’s specific needs and training plans. There is no “right answer” as to who should do what in each task. The chosen roles should be practical, logical and fall within the skills and abilities of the individuals. STEP 4: Reflection (60 minutes) - At the end of this activity, regional level groups will come back

together, and all five topics will be discussed in relation to that region. The facilitator should ask volunteers to share their learning methodology reflection and responses to the questions with the broader group.

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CONCLUDING SESSION: NSA TOT WRAP UP AND PARTICIPANT EVALUATION AND FEEDBACK Materials required Flip chart paper and stand

NSA Post Test CDSF Evaluation Forms Certificates

Time and duration 2:30 – 3:45


• Complete the NSA Post-Test

• Complete the Post Training Evaluation Feedback Forms

• Allow participants to share oral feedback and observations about the Training and opportunities for improvement

• Receive certificates for their participation

, STEP 1: Ask the participants to complete the NSA Pre/Post Test (10 minutes) STEP 2: Ask participants to complete the CDSF Training Evaluation Form (20 minutes) STEP 3: Dynamic Review: “Valuable Lessons Learned” Ball Toss (15 minutes)

1. Ask the participants to form a circle 2. Starts by sharing what they thought was the most valuable lesson or concept they

learned during the ToT, and then throws the ball to another participant. 3. The participant states the most valuable or important lesson/concept that they learned

and then throws to another participant until everyone has had had a chance to express their valuable lesson/concept learned.

STEP 4: Concluding Remarks and Distribution of Certificates of Participation (10 minutes)

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ANNEX 1: SAMPLE NUTRITION SENSITIVE AGRICULTURE EDUCATION MATERIALS4

Target Behavior #1: Selection and diversity of crops Crop selection must be done with consideration of multiple factors, including: suitability for the agro-climate and soil, availability of water, level of risk, and required investment. Diversity of crops should also be considered. Message 1: Provide nutritious foods for your family with poultry, small livestock and vegetable

gardening

• Maximise your family’s access to animal source foods, vegetables and fruits by producing them for consumption at your own farm.

• These foods can be expensive to buy, therefore own production may be an appropriate solution.

Message 2: Plant different crops to be harvested at different times of year

• It is important that the family and young children eat multiple food groups throughout the year.

• Consider planning crops that will increase availability of diverse foods over all seasons and months.

Message 3: Grow plants that live for more than one year, which is useful for food security.

• Some trees and shrubs can live for many years and produce foods.

• Trees/bushes can also improve soil management through agroforestry. Message 4: Grow a variety of cereals whenever possible. Intercrop with legumes

• Grow more than one cereal for diversity and improved land management.

• Intercrops different cereals with legumes or vegetables for soil quality and variety. Message 5: Grow diverse foods such as vegetables and fruits to eat and to sell

• In appropriate agro-climates, where commercial production is feasible, consider growing such crops to be sold on the commercial market.

4 Adopted from SURE NSA Training material. These materials are meant to serve as an example of NSA

messaging that could be used.

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• Grow some vegetables and fruits for household consumption. Message 6: Attend a farmer demonstration center or talk to your agriculture extension agent for

help with crop selection.

• Your agriculture extension agent will help to consider your farm’s specific circumstances including soil quality, access to water, and current crops.

• Consider growing crops from multiple different food groups.

Message 7: Use improved seed varieties.

• Improved seed varieties may have better survival properties, or may produce higher yields.

• If a farmer does not have the necessary improved seed varieties or inputs, encourage him or her to discuss options with the local farmer’s cooperative group, the agriculture extension worker, or kebele officials.

Message 8: Consider producing and eating nutritious foods in your area that are available but not

commonly consumed, such as wild fruits.

• This will help to provide increased access to diverse foods.

• This will maximise access to various food groups all year round.

Target Behavior #2: Improve Land Management Sustainable agricultural practices are linked with nutrition. The quality of the soil is important to nourish healthy plants and make them more nutritious for consumption. Quality soils also promote higher agricultural yields; it also results in food that is of higher nutrient-content and therefore is more nutritious for human consumption. Message 1: Rotate crops among different fields

• Crop rotation, or planting different crops on the same field in successive years, helps to control pests and diseases in the soil • Nutrient depletion is reduced, as different crops use nutrients in different quantities • Crops belonging to different families should be rotated each 2-3 years Message 2: Practice intercropping (rows of legumes

and/or vegetables with main staples) • Intercropping maximises the use of land, nutrients, water and sunshine available, by

planting crops of different heights/root depths together • Intercropping reduces erosion. • Use of intercropping also increases crop diversity, which is good for soil quality.

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Message 3: Practice agroforestry (planting trees or shrubs to reduce erosion) in or around planting fields

• Trees and shrubs have deep roots that help to keep the soil firm and reduce erosion. • It is useful to plant such trees in or around the crop fields to keep soil in place.

Message 4: Practice conservation farming and minimum tillage methods to reduce soil erosion, such as terracing

• Talk to your agriculture extension worker about appropriate conservation farming methods to reduce erosion.

• Some techniques include terracing and minimum tillage methods. Message 5: Use drainage methods to prevent excessive soil water logging or run off

• Water logging of the soil increases run off and erosion of the topsoil. Building good drainage around the farm is very important to preserve soil.

Message 6: Plough manure from livestock back into the soil to fertilise it

• Manure is a natural fertiliser which replaces essential nutrients back into the soil, providing for higher crop yields and more nutritious crops.

• Avoid the improper use of manure. • Compost manure completely to kill pathogens, and incorporate it into soil at least two

weeks prior to planting. • Do not harvest produces within 120 days of a manure application.

Target Behavior #3: Improve Hygiene and Water Management Good water management practices are essential both for agricultural productivity, and for the good health and hygiene of the family.

Message 1: Keep animals away from water sources

• This will prevent animal faeces from running off fields and contaminating water sources, causing diarrhoea and other diseases.

• Infants and young children need clean water to reduce infection and ensure good growth and development.

• The family’s health care expenses will be reduced with fewer illnesses.

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Message 2: Use improved latrines, do not practice open defecation

• Use of improved latrines prevents human faeces from running

off from fields and contaminating water sources. • Good sanitation will reduce diarrhoea in infants and young

children. This will help to improve their growth and development. • The family’s health care expenses will be reduced with fewer

illnesses

Message 3: Filter or use settling ponds to improve water quality.

• Safe water sources are necessary for good nutrition and health. • Water quality can be improved by using filters or settling ponds, in addition to ensuring good

sanitation and hygienic practices around the farm. Message 4: Harvest water during the rainy season

• Reliance on rain fed agriculture alone reduces the variety and yield of crops. • Safe methods to harvest water during the rainy season should be employed to increase

water availability throughout the year.

Target Behavior #4: Improve Livestock Management for Nutrition Livestock make an important contribution to agriculture and to the nutrition of the family.

Message 1: Raise poultry, goats or sheep, or larger animals, or aquaculture, especially high

yielding or improved varieties

• Poultry, livestock or aquaculture can make a very important contribution to the diet of your family and community

• Use high yielding of improved varieties to increase the productivity of animal source foods Message 2: Use confined/caged poultry production systems

• Use of cages protects chickens and prevents them from getting into the house and causing illness

• Your local AEW will be able to advise you on caged poultry systems, including: o eggs and chickens contribute to a nutritious, balanced diet, which is especially

important for children, nursing mothers and people who are ill o Provide simple houses or shelters and perches inside houses to protect

chickens and give a shelter for laying eggs o Give unlimited access to clean water

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o Nutritious feeding is important to increase productivity o Control the birds’ health daily and vaccinate o Isolate a bird when it becomes ill, call the veterinary assistant or kill the bird

Message 3: Attend livestock demonstrations to learn how to care for livestock and keep them

healthy Your local AEW will be able to advise you on care of livestock, including:

• Feed only clean, fresh and dry fodder that does not have mould.

• Provide a diverse diet of feeds such as grasses and legumes, tree leaves and fresh kitchen remains.

• Always have fresh water for livestock to drink at any time.

• Clean the feeding trough and water bucket every day.

• Feed confined livestock at least 3 times/day and at the same time every day.

• Vaccinate livestock and deworm before and after rains

• Wash animals with salt water, spent oil or repellent herbs to prevent external parasites

Message 4: Keep livestock out of the house to avoid infectious disease

• Livestock faeces cause infectious diseases

• Infants and young children who are sleeping or crawling around on the house floor are especially at risk of infection due to contact with livestock faces

• Ensure that children sleep on a raised platform and not on the floor Message 5: Keep eggs and milk for consumption

• There are highly nutritious foods that make a very important contribution to the diet

• Animal source food hygiene and safety starts with what the animals eat since what goes into an animal is what comes out as a food

• Clean the udder and teats before milking

• Keep milk and milk products in a clean and easy to clean container (if possible aluminium can)

• As a “rule of thumb” eat animal source food fresh and cooked

Target Behavior #5: Use Income from Agriculture for buying nutritious foods at the market Agricultural productivity can have a positive impact on nutrition by providing money to diversify the family’s diet and to ensure health care treatment when children or family members are ill.

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Message 1: Fathers and mothers, allocate some money to buy nutritious foods at the market

• Use some of your money to buy nutritious foods for your family

• Focus on buying foods from food groups that are missing from your family’s diet

Message 2: Fathers and mothers, save money to use for nutrition or for your child’s treatment when sick

• Save income for medical treatments

• Save money to buy nutritious foods to eat throughout the year

Message 3: Mothers, participate in agriculture or livestock to generate income for the family • Mothers may earn money and food by keeping a

vegetable garden, poultry, small livestock, or other livelihoods activities

• Fathers should help mothers in the household to increase mothers’ time and support the total amount of income generated by the family

• Message 4: Fathers, empower mothers to budget money for the health and nutrition of the family

• Mothers often prioritise the safety and well-being of children

• Mothers are more likely to spend household resources to ensure the good health and nutrition of the children and family

• Fathers should recognise the special role of mothers and include them in decision-making about how to spend household income

• Fathers should give mothers money to save and spend as needed

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Target Behavior #6: Improve the sharing of roles between fathers and mothers Message 1: Fathers, help your wife with household tasks so she can ensure your child’s

good diet • The role of a father is to provide good nutrition and access to health care to his

family. Earning money is one way to do this, and supporting and helping his wife is another way.

• Feeding a child well usually takes a lot of the mother’s time (breastfeeding, cooking, washing, feeding). It is important that the father help with other tasks to ensure the good diet of his child.

Message 2: Fathers and mothers, play with your child to promote healthy growth of mind and body – Good early childhood development is linked with improved growth, and can be supported by playing with the child to stimulate the mind and develop the body – In addition to nutrition, children need love and affection to help them grow well.

Message 3: Fathers and mothers, work together with respect and partnership to help your

children grow well • A husband and wife are a team. Only together

can they ensure that their children grow up healthy and develop to their full potential

• Good nutrition takes time and effort. Mothers and fathers must work together and support one another to ensure diverse foods and good child feeding practices

• Fathers and mothers can show respect, affection and partnership to each other to support a productive environment for their children to feel secure and grow well.

Target Behavior #7: Food handling, processing and storage The nutritional content of food is affected by food handling, processing and storage. Message 1: Use safe food preparation and storage behaviours

• Wash your hands with soap and water before preparing foods and feeding.

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• Wash your hands and your baby’s hands with soap before and after eating. • Wash your hands with soap and water after using the toilet and/or washing the

baby’s bottom. • Use clean hands, clean utensils and clean cups. • Store food in a covered container and clean place. • Cook small amounts of food to avoid long periods of storage for more than a day. • Re-heat before eating.

Message 2: Use good pre- and post-harvest storage and handling practices

• Harvest at maturity • Solar drying or shed drying

Message 3: Use proper storage for vegetables and diffused light storage for seeds and potatoes

• Cool, well-ventilated storage facility protected against insects and rodents • Inspect produce • Clean and maintain the storage structure • Remove trash and weeds • Rat guards • Cement floors preferred • Disinfect used sacks • Wooden pallet

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ANNEX 2: NSA ASSESSMENT OF KNOWLEDGE (PRE/POST-TEST) *Adapted from Save the Children, ENGINE Project, DA Trainer Manual (2012)

Key Statement Yes No

False 1 By increasing agricultural production, we can fully address the problem of malnutrition

True 2 Malnutrition can affect agricultural production by decreasing farmers’ productivity

False 3 Though malnutrition can affect individuals, it does not impact the economic development of a country

True 4 By improving agricultural practices, we could bring better nutritional outcomes

False 5 Development agents don’t have any role to play in improving the nutritional status of households

False 6 Teff, sorghum, millet and maize all represent different food groups

True 7 A good diet needs to include foods from at least four different food groups every day

False 8 Spinach, kale & other green leafy vegetables should not be given to children under one year of age

False 9 When a child is born, his/her intelligence quotient and how well the child will do in school are already determined.

False 10

Post-harvest handling has nothing to do with the nutritional content of agricultural products

False 11 Increasing an income of a household will automatically bring about improvement in the nutritional status the family

True 12

Homestead production of high value crops such as vegetables and fruits used to be encouraged through the extension service as sources of additional income generation rather than addressing nutritional problems

False 13

Smallholder farmers can adopt new technologies as long as the technology is found to be productive

True 14 Empowering mothers to have a decision role at HH level will contribute to reducing malnutrition

False 15 Malnutrition is not a problem for successful smallholders as they earn substantial income from the sales of staple crops and livestock they produce

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ANNEX 3: CDSF POST-TRAINING EVALUATION TEMPLATE

PARTICIPANT TRAINING EVALUATION (RETROSPECTIVE PRE-TEST)

CDSF requests your assistance in evaluating this capacity development event. As part of this evaluation, please provide CDSF with information about your experience. The data compiled will be used to improve future capacity development events and facilitation processes. CDSF staff will be monitoring the overall effectiveness of capacity development events.

Participant:

Name of Event: NSA Training

Date of Event

Region (where you come from)

Location where event took place:

Please rate your level of agreement as per the rating scale below (Likert).

The estimated time to complete this questionnaire is 20 minutes.

1 POOR 2 FAIR 3 AVERAGE 4 GOOD5

EXCELLENT

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Section A: Assessment of Learning - Competencies Gained Please reflect on your competencies gained through this capacity development event. Please rate your ability to perform each of the following competencies from two perspectives; before the training, and after the training.

Before the training

Competencies Gained After the training

1 2 3 4 5 1 2 3 4 5

A.1 Understand why nutrition is important for agricultural growth and poverty reduction in Ethiopia

A.2 Understand what is Nutrition Sensitive Agriculture, and be able to recommend NSA activities and technologies

A.3 Ability to develop activities that address the strategic objectives of the NNS and the MoANR/MoLF NSA Strategy

A.4 Identify opportunities within the 5 AGP2 program components to implement the guidance of the NNS2 and the NSA Strategy

A.5 Understand the pathways linking agriculture and nutrition, including the critical importance of women’s empowerment to improve household dietary diversity

A.6 Design and execute effective training on NSA for woreda staff and DAs using interactive, adult-learning techniques

A.7 Design evidence-based NSA approaches that build on evidence and best practices, and which engage and support female farmers

A.8 Design and use M&e tools to measure how trained staff are in turn promoting the recommended NSA interventions and technologies with farmers

A.9 Develop and use tools for educating farmers about nutrition sensitive agriculture and the importance of dietary diversity, particularly for pregnant women and children under two

A.10

A.7. What knowledge and skills learned in this capacity development event are most valuable to your work and why? ከዚህ ስልጠና ለሥራዎ በጣም ጠቃሚ ሆኖ ያገኙት እውቀትና ክህሎት ምንድን ነው? ለምን?

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Section B: Relevance (R) and Applicability (A) of the CD Event to Participant Learning Needs. Effectiveness (E) of the Training Methodology Please use the rating scale (1 to 5) to rate your level of agreement about each statement.

Relevance and Applicability of this Event to My Work Effectiveness of the Training Methodology

Rate

1 2 3 4 5

B.1 I understand how the content of the training is relevant to my work. (R) የስልጠናው ይዘት ከተጨባጭ ስራዬ ጋር ቀጥተኛ ግንኙነት ያለው መሆኑን ተገንዝቤያለሁ

B.2 I can apply what I learned in this training to my work. (A) ከስልጠናው የተማርኩትን በተግባር ስራዬ ላይ ማዋል እችላለሁ

B.3 I will refer to the materials at my work. (E) የስልጠናውን ደጋፊ ማቴሪያሎች በስራላይ እንደማጣቀሻ መሳሪያነት እጠቀምባቸዋለሁ

B.4 The training process (participatory, learner-centred, experiential) helped me to

better understand the content. (E) የስልጠናው (አሳታፊ፣ አስተማሪ፣ በተሞክሮ የዳበረ) ሂደት ይዘቱን ይበልጥ እንድገነዘብ ረድቶኛል

B.5 I would recommend this training to my colleagues. (E) ይህን ስልጠና የስራባልደረቦቼም ቢያገኙ ስል እመክራለሁ

B.6 What aspects of the training methodology did you like. Why? የወደዱት የስልጠናው አሠጣጥ ዘዴ የትኛው ነው? ለምን? B.7 What aspects of the training methodology did you NOT like. Why? ያልወደዱት የስልጠናው አሠጣጥ ዘዴ የትኛው ነው? ለምን? B.8 What suggestions do you have for how the training could be improved next time? በሚቀፕለው ጊዜ ስልጠናውን ከአሁኑየተሻለ ለማድረግ የሚያስችል ምን አስተያየት አለዎት?

1 Strongly Disagree

2 Disagree

3 Neither

Disagree or Agree

4 Agree5

Strongly Agree

69

B.9 What specific steps are you going to take to implement your new skills and

knowledge in your work place? (Please write at least 2-3 steps) B. 10 What additional support you may need to put in to practice/your work your

new skills and knowledge? B.11 What steps are you going to take to share your news skills and knowledge

with your colleagues/community members?

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Section C: Facilitation Skill Effectiveness Please use the rating scale (1 to 5) to rate your level of agreement about each statement.

Delivery of Capacity Development Rate

1 2 3 4 5

C.1 There was enough time for discussion. ለውይይት በቂ ጊዜ ነበር

C.2 Everyone, including me, was able to participate freely. እኔን ጨምሮ ሁሉም ተሳታፊዎች በነፃነት የመሳተፍ እድልነበራቸው

C.3 The process was guided in a logical way so I could see how we were proceeding to meet our learning objectives.

የስልጠናው ሂደት ምክንያታዊ በሆነና የታለመለትን ግብ መምታት በሚያስችል መልኩ መመራቱን ለማስተዋል ችያለሁ

C.4 Questions were answered with helpful examples. የተጠየቁ ጥያቄዎች አግባብ ባላቸው ምሳሌዎች በማስደገፍ ተመልሰዋል

C.5 Varied presentation techniques were used to keep the sessions interesting. በፓወርፖይንት የቀረቡ የስልጠና ማቴርያሎች አቀራረብ በስልጠናው ክፍለግዜዎች ሁሉ የሰልጣኞችን ፍላጎት ያነቃቁ ነበሩ

C.6 The training venue provided for an appropriate and comfortable learning environment. የአዳራሽና ሌሎች መስተንግዶዎች ሁኔታ ለሰልጣኞች ተስማሚና ምቹ ነበሩ

C.7 What could we do next time to make this event even better? ስልጠናው በሚቀፕለው ጊዜ የተሻለ እንዲሆን አዘጋጆቹ ምን ማድረግ አለባቸው?

1 Strongly Disagree

2 Disagree

3 Neither Disagree or Agree

4 Agree5

Strongly Agree

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