SOUTHERN AND EAST AFRICA - Food and Agriculture ......SOUTHERN AND EAST AFRICA Professional Training in Nutrition Education NAIROBI, KENYA 29 JUNE – 3 JULY 2015 Organized by the

REPORT OF THE

ENACT (EDUCATION FOR EFFECTIVE

NUTRITION IN ACTION)

TUTOR BRIEFING WORKSHOP FOR

SOUTHERN AND EAST AFRICA

Professional Training in Nutrition Education NAIROBI, KENYA 29 JUNE – 3 JULY 2015

Organized by the Food and Agriculture Organization of the United Nations, with support from

the German Federal Ministry of Food and Agriculture (BMEL)

ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT

ii

The designations employed and the presentation of material in this information

product do not imply the expression of any opinion whatsoever on the part of

the Food and Agriculture Organization of the United Nations (FAO)

concerning the legal or development status of any country, territory, city or

area or of its authorities, or concerning the delimitation of its frontiers or

boundaries. The mention of specific companies or products of manufacturers,

whether or not these have been patented, does not imply that these have been

endorsed or recommended by FAO in preference to others of a similar nature

that are not mentioned.

Photo credits: FAO/Jane Sherman; pictures taken by workshop participants.


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Report of the ENACT (EDUCATION FOR EFFECTIVE NUTRITION IN ACTION) TUTOR BRIEFING

WORKSHOP FOR SOUTHERN AND EAST AFRICA - Nairobi, Kenya 29 June-03 July 2015

Nutrition Education and Consumer Awareness Group

Nutrition Division (ESN)

Food and Agriculture Organization of the United Nations

Rome, September 2015


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FOREWORD

The workshop to introduce potential new tutors to the ENACT module on Professional Training

in Nutrition Education was organized by the Food and Agriculture Organization of the United

Nations (FAO) in collaboration with FAO Kenya and with support from the German Federal

Ministry of Food and Agriculture (BMEL). It was held in Nairobi, Kenya from 29 June – 3 July

2015. The workshop was facilitated by two ENACT piloting tutors from Kenyatta University.

The purpose of the workshop was to introduce new universities to the ENACT course,

familiarize them with using the ENACT materials, and provide guidance on the implementation

of the course module.

The workshop was attended by a total of 21 participants from universities and institutions

which teach nutrition and nutrition education at undergraduate level: ten participants

represented nine Kenyan universities, ten came from nine universities in six other southern

African countries (Zimbabwe, Zambia, South Africa, Rwanda, Mozambique and Malawi), and

one from UNICEF Kenya. The two facilitators were ENACT tutors from Kenyatta University.

Hence 20 universities and institutions were represented.

The first day was attended by additional invited guests from the Ministry of Health, the Kenya

Nutrition and Dietetics Institute, UNICEF, WFP, IPC, ACF, UNISA and FAO Kenya.

This report contains the proceedings and the outcomes of the workshop.


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ACKNOWLEDGMENTS

The Nutrition Education and Consumer Awareness Group would like to extend the warmest

gratitude to all the participants in the ENACT workshop for Southern and East Africa for their

enthusiastic participation; to the German Federal Ministry of Food and Agriculture (BMEL) for

providing the funds to hold the workshop and make the project possible; and to FAO Kenya for

the support given in the preparation of the meeting. We are grateful to piloting tutors from

Kenyatta University for their expert facilitation and for coordinating the contributions of their

ex-students.

Contact information:

Ms Ellen Muehlhoff

Senior Officer

Nutrition Education and Consumer Awareness Group

Nutrition Division (ESN)

Food and Agriculture Organization of the United Nations

Viale delle Terme di Caracalla, 00153 Rome, Italy

Tel. 0039 06 5705 4113

Email: [email protected]

http://www.fao.org/ag/humannutrition/nutritioneducation/en/

mailto:[email protected]

http://www.fao.org/ag/humannutrition/nutritioneducation/en/

CONTENTS INTRODUCTION AND BACKGROUND TO ENACT ......................................................................... 1

TUTOR BRIEFING WORKSHOP FOR SOUTHERN AND EAST AFRICA .................................... 2

OBJECTIVES ........................................................................................................................................................ 2

EXPECTED OUTCOMES .................................................................................................................................. 3

PARTICIPANTS .................................................................................................................................................. 3

WORKSHOP PROCESS .................................................................................................................................... 3

OPENING.............................................................................................................................................................. 4

WORKSHOP SESSIONS ................................................................................................................................... 5

EVALUATION OF THE WORKSHOP ......................................................................................................... 18

MAIN OUTCOMES ........................................................................................................................................... 19

CONCLUSIONS ................................................................................................................................................. 20

ANNEX 1. PARTICIPANTS, FACILITATORS & HELPERS .................................................................. 21

ANNEX 2. GUESTS PRESENT FOR THE FIRST MORNING ................................................................ 23

ANNEX 3. STUDENTS PARTICIPATING IN THE WORKSHOP ......................................................... 24

ANNEX 4. PROGRAM ..................................................................................................................................... 25

ANNEX 5. OPENING SPEECHES ................................................................................................................. 28

ANNEX 6. SUMMARY OF FEEDBACK ON NATIONAL NE POLICY ................................................. 32

ANNEX 7. PLANS FOR USING THE ENACT MODULE ........................................................................ 34

ANNEX 8. WORKSHOP EVALUATION .................................................................................................... 39

ACRONYMS

ANEC African Nutrition Epidemiology Conference

BMEL German Federal Ministry of Food and Agriculture

CPD Continuing professional development

ENACT Education for Effective Nutrition in Action

FAO Food and Agriculture Organization of the United Nations

ICN2 Second International Conference on Nutrition

IEC Information, Education, Communication

KNDI Kenya Nutrition and Dietetics Institute

M&E Monitoring and evaluation

NDU Nutrition and Dietetics Unit

NE Nutrition Education


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INTRODUCTION AND BACKGROUND TO ENACT1

In spite of great progress, undernutrition is still rife in southern Africa: young children, mothers

and adolescent girls are not getting the foods they need to grow and develop properly or to

bear healthy children. At the same time overnutrition is accelerating, resulting in obesity, heart

disease and other non-communicable diseases. Diet is a key factor: some contributors to

malnutrition are thin starchy complementary foods for young children; lack of fruits, vegetables

and iron-rich foods; empty calories and junk foods.

Of course, people need access to healthy food. But that is not enough. They also need to learn

what a healthy diet is, what nutrition-related problems their communities face, and how to

avoid them by eating a good range of locally available foods. Nutrition education and

communication is now recognized as an essential catalyst in the success of food and nutrition

security interventions.

Nutrition education involves helping people gain the knowledge, attitudes and skills needed to

improve their own diets and the diets of their families and communities. Thus, knowing how to

promote healthy diets and good dietary practices is an essential competency for nutritionists

and professionals in the health and food sectors. This requires training. Unfortunately,

professional training for effective nutrition education is almost non-existent in many parts of

the world.

As a direct response to the gap in relevant professional training in this field, revealed by a

needs assessment carried out in 2010 in Africa, FAO developed the ENACT undergraduate

course, which applies the best practices in nutrition education.

During the first half of 2012, principles and practices were defined, a module outline and

sample unit were prepared and six African universities were selected as partners for piloting. A

curriculum development workshop was held with partners and others in July 2012 in Aburi,

Ghana, to develop consensus on the contents and approach of the module. The ENACT module

was developed during 2012 and the first half of 2013. A piloting workshop was held in April

2013 in Kampala, Uganda, to prepare partners for the piloting of the materials. An additional

African partner then joined the project, with the result that over 100 students in seven African

universities based in Botswana, Ethiopia, Ghana, Kenya, Nigeria, Tanzania and Uganda

successfully piloted the ENACT module between June 2013 and April 2014.

A post-piloting workshop was held in Addis Ababa, Ethiopia in April 2014 where piloting

partners shared feedback on the ENACT module and provide recommendations for the final

1 NB Part of the text is the same or very similar in the current report and in the corresponding report for the Accra Tutor Briefing Workshop held from 01-05 June 2015 in Ghana, as the same programme and materials were used at both workshops.


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revision of units. The maintenance and extension of the ENACT network were identified as

priority actions for the remainder of the project.

In order to introduce ENACT to new universities, a half-day training/course orientation

workshop was tried out during the post-piloting workshop in Addis Ababa, Ethiopia. A revised

version of this was held as a pre-workshop event during the 6th African Nutrition Epidemiology

Conference (ANEC VI) in Accra in July 2014. Following expressions of interest and requests for

longer training, two regional workshops were planned, one for West Africa and the other for

East and Southern Africa, to be held in Ghana and Kenya respectively. The first longer workshop

was held in Accra, Ghana from 01-05 June 2015. This document reports on the second, held in

Nairobi from 29 June to 3 July 2015.

TUTOR BRIEFING WORKSHOP FOR SOUTHERN AND EAST AFRICA

OBJECTIVES

The main aims of the workshop were to introduce tutors to the ENACT course, familiarize them

with using the ENACT materials, and provide guidance on the implementation of the course

module.

DE TAILED O BJE CTI VES

To share our idea of nutrition education and how it works

To familiarize new tutors with the ENACT course outline and the structure of the course

To share piloting experiences and knowhow of piloting partners

To familiarize tutors with assessment principles and practices

To provide guidance on conducting tutorials

To familiarize tutors with using the ENACT materials and provide necessary guidance on how

the module should be implemented, by

o trying out a unit at home, then sharing the findings

o working through part of unit 1 together, and experiencing a tutorial

o trying out parts of a project unit (unit 6-9) in working groups

o observing students at work and during a tutorial

o assessing students’ course books (time permitting)

To discuss course organization and feasibility of student projects & outside activities

To collect tutor ideas for using the course and integrating ENACT into the university

curriculum

To collect suggestions for amending/adapting the course materials in order to integrate the

course.


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EXPECTED OUTCOMES

The main expected outcome was that universities would get to know the ENACT course and be

convinced to take up the ENACT module, for example by replacing existing nutrition education

courses with ENACT, introducing ENACT to fill curriculum gaps, or using ENACT as a short

course.

PARTICIPANTS

The workshop was attended by a total of 21 participants (ANNEX 1) from universities and

institutions which teach nutrition and nutrition education at undergraduate level in southern

Africa. In all, 20 universities and institutions were represented: ten Kenyan universities, nine

universities in six other southern African countries (Zimbabwe, Zambia, South Africa, Rwanda,

Mozambique and Malawi). There was one participant from UNICEF Kenya.

The first day was attended by additional invited guests from the Ministry of Health, the Kenya

Nutrition and Dietetics Institute (KNDI), UNICEF, WFP, IPC, ACF, UNISA and FAO Kenya (ANNEX

2). A number of students and ex-students from Kenyatta University (ANNEX 3) also attended

on the first two days.

WORKSHOP PROCESS

The workshop program (ANNEX 4) included a mix of activities such as presentations, plenary

sessions, group discussions and group work sessions, as interactive as possible to enable


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maximum participation. The highlight of the first morning’s event was the presentations by

three ex-ENACT students from Kenyatta University, who shared their ENACT experiences. Nine

final-year nutrition undergraduates from Kenyatta University were present on the second day

to take part and test one of the course units.

OPENING

Opening addresses: Professor Julia Ojiambo, Professor Judith Kimiywe, Mr Rob Allport

OPENIN G S TATE MEN TS FROM FAO AND KNDI

Professor Judith Kimiywe of Kenyatta University welcomed the participants and guests and

invited key stakeholders representing FAO, KNDI, UNICEF and the Kenyan Ministry of Health to

speak.

Robert Allport, Assistant FAO Representative in Kenya, welcomed the participants and

expressed his pleasure in hosting this event jointly with Kenyatta University. He noted that

malnutrition remained an urgent issue in Africa, but that focusing solely on increasing

agricultural production would not alone solve the problem of food insecurity. Food and

nutrition education are a vital catalyst in food and nutrition security interventions. However,

the education must be effective, resulting in real long-term dietary change, and capacity in such

education requires awareness and training. He hoped that the ENACT/ENAF professional

training for nutrition undergraduates would lead the way.

The Hon. Professor Julia Ojiambo, chairperson of the Kenya Nutrition and Dietetics Institute

(KNDI) started her opening address by recalling her long working relationship with FAO. She

outlined the development of the Kenyan model of academic training for nutrition education

and described the key role of the KNDI in providing for training, registering and licensing of

nutrition professionals through core curriculum and CPD guidelines and the accreditation of

course content. She expressed appreciation of the FAO ENACT course, which aimed to meet a


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demonstrated need for professional nutrition education in the region, and presented FAO with

a copy of the KNDI road map.

Grainne Moloney from UNICEF, and Gladys Mugambi, Head of the Nutrition and Dietetics Unit

(NDU) at the Kenyan Ministry of Health, recognized the achievements already made in Kenya

to reduce stunting and the need for more trained health workers, and hoped that ENACT

would make a real contribution to progress.

The full text of speeches by Robert Allport (FAO) and Prof Julia Ojiambo (KNDI) is given in

ANNEX 5.

WORKSHOP SESSIONS

DAY 1: PROMOTION SESSION AND TRYING OUT UNIT 1

SUMMARY The first part of Day 1 was dedicated to giving workshop guests and participants an

overall idea of ENACT, with tutors and piloting students from Kenyatta University sharing their

first-hand experiences of the course. This was followed by clarifications on what effective

nutrition education involves, and how and where it can act. After lunch, to get familiarity with

the ENACT materials, workshop participants took on the role of students to try out activities

from Unit 1 and then participated in the Unit 1 tutorial, still acting as students.

The workshop facilitators


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“Teaching by testimony: Using

someone who has practical

experience to explain what s/he

does in the field is really more

convincing than googling

theories. These students have

convinced me.” (Comment from a participant)

A) ENACT PRO MO TIO N S ESSION

TOPIC 1.1A ENACT IN A NUTSHELL Jane Sherman, FAO nutrition education consultant

The background to the ENACT course, its history and development were presented and the

content and approach of the course were described: independent learning, tutorials, “outside

activities”, project work and the role of the Facebook page. The ongoing work on ENAF, the

francophone version of the course, was mentioned.

TOPIC 1.1B PILOTING EXPERIENCES Professor Judith Kimiywe and ex-ENACT students

Professor Kimiywe presented the Kenyan experience of

piloting ENACT. Three ex-ENACT students from Kenyatta

University (see ANNEX 2) added impressive

presentations on their experiences of the course, the

outside activities and the project work, stressing in

particular the personal development they had

experienced in their professional actions and

interactions. Benhilda Wekwete from Zimbabwe

added her comments on the challenges of the piloting

experience.

Ex-students presenting their experiences of ENACT

TOPIC 1.2 NUTRITION EDUCATION: WHAT IS IT? DO WE NEED IT?

Dorcus Mbithe and Judith Kimiywe

The outstanding shared nutrition needs were presented, highlighting the essential role of

nutrition education in a range of sectors and settings. “Effective nutrition education” was


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“Politicians, you have to act on

malnutrition. If we die, we cannot

vote for you!” (Unit 1 presentations)

“We teach people to drive, why

don’t we teach them to eat?” (Quotation from Graziano da Silva recalled

from the opening address)

defined as a learning process, supported by environmental change, which results in long-term

changes in practices and attitudes: participants identified actions which fitted this concept.

To identify the areas with the greatest scope for this kind of nutrition education, the meeting

brainstormed determinants and influences on their own and others’ eating habits, and grouped

them on a chart showing biological, conditioned, socio-cultural and environmental influences.

Countries then described their own countries’ nutrition and nutrition education needs and

actions. This revealed a wide range of interventions from providing cows for poor households,

through dramatic activities and songs in training programs, to coordinated countrywide

messages for different social groups (farmers, journalists, faith-based etc.)

TOPIC 1.3 CAN ENACT FILL THIS GAP? This topic was not raised explicitly for lack of time but

had already been covered in discussion.

B) PARTI CI PAN TS TRY O UT UNI T 1

TOPICS 1.4, 1.5 and 1.6 TRYING OUT UNIT 1

Dorcus Mbithe and Judith Kimiywe

In the afternoon, participants took on the role of students to try out the first unit of the course.

Facilitators acted as tutors to introduce their

“students” to the Course Introduction and Unit 1. In

groups, participants worked independently

through the units (even ignoring tea-breaks!),

analysed case studies and collected data and

arguments in order to prepare a case in favour of nutrition education, notionally to be

addressed to a parliamentary commission. Discussion of the individual case studies brought out

a rich mix of causal factors and proposed solutions.

Part of the Unit 1 final tutorial was then enacted.

Each working group presented the case for nutrition,

some entering fiercely into the spirit of the

suggested advocacy to a parliamentary group. All

made the solid factual argument that outstanding

major nutrition issues indicated clear needs for nutrition education. Several

also noted that countries had much to learn from each other.

DAY 2: TRYING OUT UNIT 2 AND OBSERVING TUTORIAL WITH VISITING STU DENTS

SUMMARY Hands-on experience and observation were the first principles of the workshop. On

Day 2, nine third-year students from the Food, Nutrition and Dietetics degree course at

Kenyatta University, all new to ENACT, attended the workshop and tried out a reduced version


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“What about the 60% of children

who are not stunted? Some people

are already doing the right thing,

so learn from them and build on

what they already know.” (Prof Judith Kimiywe)

of Unit 2, which dealt with the essentials of good diet, and how to talk about them in language

that everyone could understand. Workshop participants tried out the same unit concurrently in

their own working groups and had the opportunity to observe the students. The day finished

with the Unit 2 final tutorial for students: two workshop participants volunteered to lead the

tutorial and the rest acted as observers.

OPENING The day began with rich and varied recalls inspired by the events and activities of the

day before. Kenyatta students and workshop participants presented themselves to each other.

TOPIC 2. 1 INTRODUCTION TO ENACT AND BRIEFING FOR UNIT 2 Judith Kimiywe

All participants, including the students, were introduced to the ENACT course with short

activities about personal aptitude for nutrition education and experiences of “food learning”,

which collected interesting reminiscences.

Students gave their initial ideas of nutrition education,

which ranged from giving information, through

changing attitudes, to empowering people to adopt

healthy lifestyles and Professor Kimiywe contributed

other important perspectives. The definition of

nutrition education adopted by the course was

discussed, highlighting the voluntary adoption of food practices and the importance of

environmental supports. For a broad overview, all viewed the course briefing (PP) and looked

through the course outline.

TOPICS 2.2 & 2.3 TRYING OUT UNIT 2 (selected self-study activities) Dorcus Mbithe

A cut-down version of Unit 2 was introduced, and both lecturers and students spent the rest of

the morning working through the activities independently.

Students and lecturers doing coursework


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“If I read something I may

forget it, but I will not forget

something I have done.”

(A student talking about hands-on

activities)

In the lunch hour the students undertook the Unit Two “outside activity”: interviewing an

“older lady” about how diet and food practices had changed over the last two decades. The

interviewees would in real life have been members of the public, selected by the students

themselves, but here they were perforce the older workshop participants.2

In the afternoon all finished the shortened Unit 2 and prepared for the tutorial. In the

students’ case this included preparing role-plays responding to questions about diet commonly

posed by the general public. NB Time pressure made it difficult to complete all the above

activities with comfort. Workshop participants had little time to observe students’ work and

students were pushed to prepare for and rehearse the interview fully as instructed in the unit,

leading to rather rushed extempore exchanges. Nevertheless some interviewers and

interviewees lived up to their parts magnificently and the answers gave good insights into

dietary change in the nutrition transition.

TOPIC 2.4 TUTORIAL FOR UNIT 2 Dorothy Nthani and Evelyn Mulanji, volunteer tutors

At the end of the day, two volunteer tutors, briefed by the facilitators and guided by the notes

in the Tutor’s Guide, carried out the Unit 2 tutorial.

Students had the chance to report on their interviews. Guided by “tutors”, all participants

reviewed and commented on the other unit activities carried out. They were struck by the

difficulty of rephrasing technical language demanded by some activities, and raised the

question of the advantages of using local languages. The food group activity led to discussion

about the optimal number of food groups, and how food groups can be useful in nutrition

education.

Finally, students performed three excellent role-plays featuring conversations about diet with

friends. These were greatly enjoyed by the audience and praised as realistic, well-shaped, well-

acted, lively and funny, with relevant issues and good advice.

DAY 3: TIPS FOR CONDUCTING TUTORIALS , ASSESSMENT PRINCIPLE S , TRYING OUT

UNITS 3, 4, 5 AND 10

SUMMARY Day 3 started off with reflections on the

previous day’s work and a presentation on guidelines

for conducting tutorials. Assessment principles were

discussed with reference to students’ completed

workbooks. Working groups then assembled to look at

their homework activity of reviewing Units 3, 4, 5, and

10, and to present each unit to the workshop. Findings on

2 One participant noted that this was convenience sampling, but very biased!


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nutrition education policy were shared in presentations. There was free time in the afternoon

for sightseeing or shopping.

OPENING Feedback on Day 2: The previous day’s volunteer tutors were warmly

congratulated: they said they had felt a lot of time pressure but had enjoyed the experience.

Course level was discussed: some felt that the practical activities were particularly needed at

undergraduate level, where there was often limited opportunity for field practice.

TOPIC 3.1 GUIDELINES FOR CONDUCTING TUTORIALS Dorcus Mbithe

A powerpoint developed by a Nigerian tutor, Charles Nkwoala, was presented. It gave advice

on handling tutorials, in particular, managing discussion and questions, dealing with different

kinds of group member and summarizing. It recommended making tutorials mandatory,

knowing the materials well, dividing large classes into groups and not falling back on lecturing.

In the following discussion, participants also mentioned structuring time for meetings and

consultations.

TOPIC 3.2 ASSESSMENT PRINCIPLES Dorcus Mbithe

The marking system and division of marks was explained, and it was pointed out that the

weighting for theoretical/practical could be adjusted to individual universities’ requirements.

Ways of reducing the marking burden with large classes were discussed, e.g. multiple tutors,

assistants for marking, reducing the number of assessed activities, doing spot checks.

Experienced tutors pointed out that marking for each unit starts slowly but speeds up. The

danger of subjective marking of “opinion questions” was mentioned.

TOPICS 3.3 and 3.4 GROUPWORK ON UNITS 3, 4, 5 AND 10

These units had been given as a pre-workshop task, together with the Introduction for Tutors.

Groups who had studied a given unit came together to compare notes and prepare a

presentation. Units 3, 4 and 5 dealt respectively with nutrition education activities on the

ground in the various sectors; how good eating is learnt; and how “nutrition education” is

typically done. Since groups were working separately, some confusion emerged about the

content to be covered by

each unit and their relation

to the second half of the

course. (The sequence and

coverage of units 1 to 5 was

clarified the following

morning, to general relief.)

Unit 10, a stand-alone unit,

did not have this problem.


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“Nutrition education is in the glasses

worn by the mother (of Mwende): she

could not see that she had mangoes in

her garden and that her child was

suffering from Vitamin A deficiency.”

Benhilda Wekwete

(A student talking about hands-on

activities)

Unit 3, Nutrition education actions, deals with the nutrition education “landscape”, that is,

existing activities on the ground. The group’s presentation identified the four main sectors

covered and decided that the area of greatest need was IYCF because of the dangers for young

children during the critical 1000 days. For the “outside activity” they chose an interview with a

young mother about the information and advice she had received from the health services.

They added that such an interview would normally be part of the whole process (situation

analysis, setting objectives, implementation, M&E etc), which should all be covered in the

course.

Unit 4, How good eating is learnt, aims to present the

learning process in outline and enable students to

identify its elements in real-life situations. The group

presented the objectives, the guiding questions, the

outline of the section and the elements of the learning

process, which they linked to learning about

breastfeeding. They also described the outside activity,

which consisted of making and documenting a small dietary

change for oneself. The group found the unit well written but rather lengthy for a

10-hour university module,3 probably necessitating some selection of activities.

Unit 5, How nutrition education is done, demonstrates three nutrition education approaches

for appraisal in terms of engagement, communication, long-term impact and cost. The

presenting group showed the objectives, guiding questions, the unit outline and the outside

activity (recruitment for the forthcoming project), and described the three main approaches

explored in the unit and the assumptions they are based on. They found the unit clear and well

presented, with some exceptions.4

3 Note from ENACT team. 10 hours for one unit is possible. Some universities have found two extra study hours for students by cutting the first tutorial. 4 The difficulties were not elaborated. It may be that the connection was not made between sections 4.1-2 and the materials in the unit resources which followed them up (?).


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Some of the group presenters

Unit 10, The wider picture, deals with environmental action, both institutional and social, to

support nutrition education and facilitate healthy eating. A multi-presentation with several

speakers started with an overview of the unit, the guiding questions and objectives. Speakers

listed the barriers and obstacles to healthy eating and showed what both governments and

social action could do, illustrated with a diagram of the Social-Ecological Model, and the roles a

nutrition educator could play. For the outside activity the group selected the option of studying

canteen food, but noted that the given task required considerable communication skills.5 They

thought the level and content acceptable, but the activities rather numerous.

3.5 NUTRITION EDUCATION IN COUNTRY POLICIES

Participants contributed relevant policy documents from all the countries represented, in both

hard and soft copy. Several individuals also completed a questionnaire on nutrition education

policy and each country made a presentation. The information and impressions collected are

summarized in ANNEX 6.

5 The necessary communication skills are all presented in the course and practised in the other outside activities. There are also some elements of self-evaluation.


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With a few exceptions participants did not see much explicit emphasis on nutrition education in

country policies, least of all in agriculture and food security policy documents. Nutrition

education received most attention in IYCF and maternal health, especially within the SUN

framework. Supplementary nutrition education was mentioned in relation to strategies for

reducing micronutrient deficiencies and food fortification. It was not clear how far school

feeding schemes and school health actions involved nutrition education components, but one

country mentioned new school nutrition education materials. The nutrition education

approaches adopted were largely IEC and awareness-raising, although one country had an

extensive nutrition messaging strategy. No mention of nutrition education capacity building

was found, apart from general capacity building in the services. Suggestions from participants

for improving national policy related to (a) focusing on specific target groups, (b) changing the

educational approach and(c) getting policy support for capacity development. All those who

returned the questionnaire were interested in joining a working group on national nutrition

education policy.

DAY 4: GETTING TO KNOW THE PROJECT UNITS ; SHARING PLANS FOR INTEGRATIN G

THE COURSE

SUMMARY Day 4 started with a retrospective on the course units previously studied, and a

follow-up discussion on national NE policy. These were followed by a presentation of course

formats and course integration possibilities, to inform participants’ plans for use of the ENACT

course, which were to be presented by them the following day. The rest of the day was given

to getting to know the later project units. Working groups tried out selected activities from

Units 6 to 9 and shared their findings in plenary.

OPENING

There was a brief retrospective on Units 1 to 5 to clarify the sequence and roles of these units

in the course, and what students are called on to do, understand, observe and experience in

each unit.

Policy information The purpose of the previous day’s presentations on national NE policies

was discussed. It was noted that the ICN2 framework for action (2015), endorsed by most

governments, recommends nutrition education and related capacity building in all relevant

sectors. Participants emphasized that in national policy, nutrition education needs were

generally under-represented, ill-defined and limited to one or two sectors. It was important

therefore to establish clearly what was wanted and needed, work through professional bodies

and find the right forums for discussion. In this light it would be useful to build and analyse a

small archive of national policy documents with a view to producing a checklist of desirable NE

policy elements to serve as the basis for discussion and advocacy. This might be a task for an

informal network of nutrition educators.


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Course integration possibilities (TOPIC 4.4) Jane Sherman and Dorcus Mbithe

In advance of participants’ plans for integration of ENACT, some models of use were presented,

together with a suggested certificate of successful course completion. The forms of the face-to-

face course were described – electronic/hard copy, colour/B&W and the forthcoming e-

learning version. Cut-down workbooks to be used with library copies to reduce costs were

circulated and discussed. As regards maintaining contact and dialogue in future, all

participants expressed an interest in joining an English-language NE network; an established

Spanish-language network of nutrition educators for South America (the RED ICEAN) was

presented as a possible model. Several publications about ENACT that could be used for

promotion and advocacy were also displayed.

4.1 & 4.2 TRYING OUT UNITS 6-9, WITH SELECTED ACTIVITIES

The workshop divided into

groups to study Units 6-9 (one

unit per group), with

instructions to look through

all the unit documents and

discuss the guiding questions

and objectives, the process

and the project for the unit

and then try out two or three

key activities. This lengthy

process continued after lunch

with the preparation of a report on each unit. Group discussion

There was again some confusion about the relationship of the units to each other and of the

project activities to each unit, partly because participants did not have enough time to see the

relationship of the whole to all the parts. The sequence of project sessions was clarified

somewhat by sending “ambassadors” from group to group to explain what was done in each

project session.

4.3 PRESENTATIONS BY WORKING GROUPS OF UNITS 6-9

After reviewing the units, groups presented their findings.

Unit 6, Analysing the situation, explores the importance of situation analysis, its aims, its main

elements and the appropriate questions to ask. The group presented the guiding questions and

objectives and reported on their work on Activities 8 -10. They applied the instructions about

the students’ own project to the Boys Club case study, and designed their own intervention.

They concluded that the material was appropriate for undergraduate study.

Unit 7, Objectives, messages and motivations, deals mainly with the formulation of valid and

workable objectives and messages. The group presented the objectives and guiding questions,


15

summarized the unit content and described their experience with the story of Jomo and his

plans for fruit trees. They reported on the content of the project session, and made several

recommendations about how to handle training in objectives.

Unit 8, Implementation, deals with developing a program, designing learning activities, and

using learning resources. The group presented the objectives, guiding questions and an outline

of the project session and reported on the strategies adopted by two characters, Amos and

Fatou, for tackling their drinks problems: they found the activities were interesting and

challenging and generated discussion. The group approved the level, number of activities,

usability and length of the unit.

Unit 9, Monitoring and evaluation, emphasizes the importance of M&E, its processes and

participants. The group presented a unit overview, objectives and guiding questions, then

focused on defining monitoring and evaluation, their purposes, how they work in the project

cycle, and their special importance for nutrition education interventions. They concluded that

the unit was likely to be of value in the curriculum.

DAY 5: PARTICIPANTS SHARE IDEAS AND

PLANS FOR USING THE ENACT MODULE

SUMMARY Day 5 looked at tutor responsibilities

and local documentation. Participants presented

and discussed their ideas for the use of the ENACT

module, and completed their finally evaluations of

the workshop. Certificates were presented, and

contributors were thanked. Barbecue dinner, Thursday evening

The workshop closed at 13.00.

5.1 TUTOR RESPONSIBILITIES & LOCAL DOCUMENTATION Judith Kimiywe and Dorcus Mbithe

Participants were introduced to two schedules included in the program annexes: a list of local

documentation required for each unit, and a list of tutor’s tasks and roles (e.g. running

tutorials, checking workbooks, marking, supporting outside activities etc.).

Presenters emphasized the importance for successful tutoring of good preparation, rapid

feedback on students’ work and adequate time for assessment. Points raised in discussion

were:

o ways of lightening the load with large classes: e.g. sharing the work, using assistants,

reducing the number of assessed questions, selective monitoring of workbooks

o the need for further workshops or on-the-job training and mentoring for colleagues, and

the possibility of external support for this.


16

Time for an energiser

5.2 HOW WILL I USE THE ENACT COURSE? Judith Kimiywe

Participants, who had completed a questionnaire about possible uses of ENACT by their

institutions, presented their ideas one by one. This information was later amalgamated with

the information on the questionnaires to make a summary table of participants’ plans and

intentions (ANNEX 7 summarises participants’ ideas about future uses).

Three main uses of the course were indicated:

A ADOPTION AS A WHOLE INTO THE NORMAL UNIVERSITY CURRICULUM

Twelve out of 19 institutions hoped to adopt the course as a whole into the curriculum, with

some adaptations to the local situation and some reduction in activities to fit the time frame.

Suitable slots were felt to be the 3rd and 4th year. Two participants hoped to use the course

over two semesters to ensure full coverage. Seven noted that adoption might need official

approval or a curriculum review, and that the process was quite lengthy; nevertheless 8 of the

12 said they would begin to try out the course or parts of it right away. A few saw ENACT as

suitable for other faculties such as Medicine or Agriculture; two mentioned the possibility of

using it as the core of a possible MSc degree in nutrition education or as a postgraduate

module; and one planned to use it in a current Masters course.

B ADOPTING PARTS OF ENACT

Six participants planned to adopt parts of the course, for example units 1-4; the case studies,

activities and tutorials; Units 6-10 for other faculties, e.g. in Development Studies and

Agriculture, sometimes with some adaptation. Two said that this would be for immediate use.

C ADOPTION AS A WHOLE FOR SHORT COURSES OR IN-SERVICE TRAINING


17

Almost all wanted to use the course as a whole for short courses or in-service training (fifteen +

2 further possibles, with two more hoping to use an online version for this purpose). Probable

target groups were in-service health professionals such as staff in charge of nutrition in health

centres, NGO staff, field nutritionists, program officers, nutrition officers and field extension

officers. Short courses and in-service training can generally be laid on without complicated

bureaucratic procedures and can sometimes make money for the university; however several

mentioned that this would need to be done in consultation with the relevant ministry.

With these aims in view, many of the participants planned to return home and organize

seminars or workshops to train colleagues who can help them implement the module, and also

to have discussions with ministries about the possibility of in-service courses. Several said they

would also be using the ENACT approach (self-study, outside activities and tutorial method)

when teaching other courses.

Some comments from the discussion

Fitting into university frameworks

o Assessment ratios (e.g. of theory to practice) can be adjusted. There is no need to

follow the mark ratios given in ENACT.

o Some advantages of assessed coursework for the tutors are that tutorials are more

interesting than lectures and that there is less cheating in exams.

Training of trainers workshops. It was noted that this workshop was more of an orientation

than a training of trainers. Full training should include hands-on delivery of the whole course at

some point, preferably with a mentor.

Short courses Points arising

o Short courses are generally rewarded with a certificate, issued by an accrediting body.

o ENACT can of course be made available online as it stands: there is no need for physical

copies. Nevertheless it is still essentially a tutored course.

o Other questions to consider are content, length and cost – who pays?

o Depending on the audience there may be a need for a preliminary basic nutrition

course. FAO will probably finalise their ABC-N course by the end of 2015.

Adapting ENACT for in-service courses It was noted that ideally an in-service course would need

adaptation to accommodate (a) the use and exchange of participants’ field experience, (b)

more extensive fieldwork and projects related to own work, (c) extra flexibility to suit variable

work and environments, and (d) the capacity for the course to enrich itself from its students’

experiences and observations and also to impact the service as a whole. Since demand for such

a course was widespread in southern Africa, it was suggested that an adaptation might be a

good basis for a collaborative exercise. A project note has already been drafted, but sources of

funding are not clear.


18

“Through all the sessions I was

struck by the realization that the

people we interact with, the things

we hear, in fact everybody has

some knowledge/ opinions and it is

important to understand their

contribution and try to use it if

possible.” (Comment in the evaluation)

“Too much rush! Time

management! ” (Comment in the evaluation)

WORKSHOP EVALUATION

As a final activity, participants completed a workshop evaluation questionnaire (Summary,

ANNEX 8)

CLOSING

Participants were formally

presented with workshop

certificates. The workshop

closed with expressions of

appreciation and warm

thanks to the facilitators,

organizers and participants,

and a large number of

commemorative

photographs.

EVALUATION OF THE WORKSHOP

Participants’ comments were received through a Daily

Evaluation Sheet for Days 1-4, and a final Workshop

Evaluation Form completed during the final session.

There is a full summary in ANNEX 8.

In the daily evaluations there was general agreement

that the workshop was interesting, informative, highly

participatory, active and interactive, thought-

provoking and generally enjoyable. Participants were

however unanimous that time management needed

improvement and they needed a clearer oversight of the whole ENACT course at the beginning

to establish the framework.

The final workshop evaluations reflected these perceptions. Participants reported a very

good social and working atmosphere, with rich discussions, a high level of interaction and some

very interesting presentations and activities, including the student presentations and role-plays.

About half the participants thought the main objective was

well achieved and half thought it could be better, with the

same split for the detailed objectives. The general

consensus was that too much material was covered too

fast, that time management could be improved, that some


19

“The simplicity of the case studies

that so effortlessly delivered the

points home like a guided missile!

Who would have thought that the

complex M&E concept could be

demystified by the story of Edward

and the beans?” (Comment in the evaluation)

topics needed more attention (e.g. assessment, students’ actual work and responses, the initial

overview of the course, the outside activities and student project) and that more hands-on

experience would have been desirable for all. Almost all participants however said they would

definitely recommend the workshop to others!

As regards “new professional insights”, the largest number of comments approved the

practical course approach with its extensive examples, independent learning, stories and case

studies, tutorials and outside activities, the added interest of the teaching style, and the

“awesome” methodology (“the way to go”). Others liked the emphasis on the relationship of

educators with people in the community.

MAIN OUTCOMES

This workshop was the second long workshop to be

held for ENACT orientation and promotion.

The high demand for ENACT was clear. The action-

based approach was well received and the level of

interaction and motivation remained high throughout

the workshop. Many participants expressed the wish to run similar workshops or orientation

sessions in their own countries and institutions.

The main outcomes have already been described:

o Familiarity with and appreciation of the ENACT contents, principles and activities and

how to organize and run the course

o Intentions to use the course or some parts of it within the existing curriculum, either

immediately or in the long term

o Intentions to explore the possibilities of running short courses for in-service work

o Intentions to brief or train own colleagues, university departments, and nutrition

officers in ministries or organisations

Interest/concept outcomes were

o Country policy Recognition of the wide range of country strategies for nutrition education

across sectors; the need for more comprehensive, coherent and detailed treatment in

policy documents; interest in carrying further the analysis of national nutrition education

policies, learning from other countries, and possible advocacy actions

o Network Interest in participating in a nutrition educators’ network

o Nutrition education Gradual clarification of different understandings of “nutrition

education” , together with a strong interest in the interaction of environment and

education


20

o Impact on learning Good impressions of the impact on students as seen in their

presentations and tutorial performances. Participants particularly appreciated the ex-

students’ presentations and the current students’ tutorial role-plays.

o The approach An appreciation, independent of the ENACT course itself, of the self-study

and tutorial approach, the case studies and practical exercises

o Lay language and nutrients Smaller insights were the challenge of modifying obscure

technical terms into lay language, and the question of how far “the nutrient concept” was

necessary in nutrition education.

CONCLUSIONS

The two regional workshops, together with the orientation and awareness meetings at regional

conferences, have put ENACT on the African map and have shown that its content and

approach are widely acceptable in academic courses and potentially for in-service work.

Interest from other countries suggests that a global reach is a possibility. It is hoped that this

workshop in Nairobi has contributed to building practical competence, with a sound theoretical

base, in a field which is essential to countries’ health and development.


21

ANNEX 1. PARTICIPANTS, FACILITATORS & HELPERS

Name Institution E-mail address

Participants

1 Ms Benhilda

Wekwete

Midlands State University, Gweru,

Zimbabwe

[email protected]

2 Grace T. N.

Mushonga

University of Zimbabwe, Institute of

Food, Nutrition & Family Science,

Zimbabwe

[email protected]

3 Ms Estele Mwanza Bindura University of Science and

Technology, Faculty of Science,

Zimbabwe

[email protected];

[email protected]

4 Ms Dorothy Nthani University of Zambia (School of Ag.

Science), Zambia

[email protected]

5 Ms Chantell Witten North-West University, School of

Physiology, Nutrition and Consumer

Sciences, Faculty of Health Sciences,

(Potchefstroom Campus), South Africa

[email protected]

6 Mr Damien

Iyakaremye

(Head of Dept)

University of Rwanda, Nutrition and

Dietetics Dept., College of Medicine

and Health Sciences, Rwanda

[email protected]

7 Prof. Alexandre

Lyambabaje

University of Rwanda, Nutrition and

Dietetics Dept., Rwanda

[email protected]

8 Almeida Abudo Leite

Machamba

University of Lurio in Nampula (Health

Sciences Faculty), Mozambique

[email protected]

9 Ms Julia Eduardoo

Nhacule

ISCISA in Maputo, Mozambique

[email protected]

10 Ms Getrude

Mphwanthe

Lilongwe University of Agriculture and

Natural Science, Bunda College of

Agriculture (Dept. of Human Nutrition

and Health, Faculty of Food and Human

Sciences), Malawi

[email protected]

11 Lucy Amanya Masinde Muliro University,Kenya [email protected] and

[email protected]

12 Florence Kyallo Jomo Kenyatta University of Agriculture

and Technology, Kenya

[email protected]

13 Agatha Atieno Maseno University [email protected]

14 Elizabeth Kamau Egerton University, Kenya [email protected]

15 Susan Keino Moi University,Kenya [email protected]

16 Susan Momanyi Kisii University, Kenya [email protected]

17 Getrude M. Were University of Eldoret, Kenya [email protected]

18 Jane Njenga University of Nairobi, Kenya [email protected]

19 Angela Andago University of Nairobi, Kenya [email protected]





















22

20 Evelyn Mulunji Masinde Muliro University [email protected]

21 Olivia Agutu UNICEF [email protected]

FACILITATORS

22 Prof Judith Kimiywe Kenyatta University, Kenya [email protected]

23 Dr Dorcus Mbithe Kenyatta University, Keny [email protected]

WORKSHOP ORGANISERS AND ASSISTANTS

24 Angela Kimani Nutritionist, FAO Kenya [email protected]

25 Joyce Mukiri Nutritionist, FAO Kenya [email protected]

26 Rhoda Sambu FAO Kenya office [email protected]

ENACT team members attending the workshop

27 Jane Sherman Nutrition education consultant, FAO

Rome

[email protected]










23

ANNEX 2. GUESTS PRESENT FOR THE FIRST MORNING

Name Institution E-mail address

Hon. Prof. Julia

Ojiambo, Chairperson

KNDI

Kenya Institute of Nutrition and

Dietetics

info@nutritiondieteticskenya-

ke.org

Rob Allport

FAO Assistant Rep [email protected]

Gladys Mugambi

Head, Ministry of Health, Kenya [email protected]

Grainne Moloney Chief, Nutrition Section, UNICEF

Kenya [email protected]

Dr. David Okeyo Kenya Institute of Nutrition and

Dietetics

info@nutritiondieteticskenya-

ke.org

Diana Carter Head of VAM- WFP Kenya [email protected]

Philippe Carette

Country Director, ACF Kenya [email protected]

Jan Low

Regional Leader CIP-SSA [email protected]

Laura Kiige

Nutrition Officer, UNICEF [email protected]

Alice Mkusangwe

Acting Executive Director, UNISA [email protected]














24

ANNEX 3. STUDENTS PARTICIPATING IN THE

WORKSHOP

EX-STUDENTS OF KENYATTA UNIVERSITY PARTICIPATING ON THE FIRST DAY OF THE WORKSHOP

The following ex-students of Kenyatta University made presentations on the first day of the

workshop about their experiences in piloting ENACT:

RAPHALE ONDUSO ONSANDO spoke about ENACT tutorials MURUGI M. MBUTHIA spoke about ENACT “outside activities” EDITH NGUGI spoke about the ENACT mini-project in nutrition education.

THIRD-YEAR STUDENTS OF KENYATTA UNIVERSITY PARTICIPATING IN DAY 2 OF THE WORKSHOP

(Food, Nutrition and Dietetics Degree Course)

The following third-year students of Kenyatta University worked through ENACT Unit 2 on the

second day of the workshop, participated in the tutorial and presented role-plays of

conversations about diet.

MGHANYHA NANCY NGOJI MOMANYI B. CAROLYNE WANDU CAROLINE NAMBIA NJENGA CATHERINE MUTUONI WAMBUGU LUCY NYAGUTHIE PHYLLIS MUTUA KIRIINYA CYNTHIA HELLEN IREGI LOISE NYAMBURA


25

ANNEX 4. PROGRAM

MONDAY 1st June – DAY 1

8:30 10:00 Formal opening and welcome, followed by participants introducing

themselves and saying what they expect to get from the workshop.

10:00 10:15 TOPIC 1.1: A. ENACT: IN A NUTSHELL (Introduction to ENACT)

10:15 10:45 TOPIC 1.1: B. PILOTING EXPERIENCES (Kenyan facilitators and ex-students

share their experiences of the ENACT course, including outside activities and

project, with further comments from a Zimbabwean tutor )

GROUP PHOTO

10:45 11:00 Coffee break

11:00 12:30 Topic 1.2 NUTRITION EDUCATION: WHAT IS IT? DO WE NEED IT?

A. OUR IDEA OF NUTRITION EDUCATION

B. WHAT ARE THE PROBLEMS? Brainstorming determinants and influences on

eating habits (1 hr)

C. NUTRITION EDUCATION TRAINING NEEDS IN YOUR COUNTRY /INSTITUTION

12.30 12:45 TOPIC 1.3 CAN ENACT FILL THIS GAP?

13.00 13:45 Lunch break

13:45 14:15 TOPIC 1.4 GETTING TO KNOW THE MATERIALS – UNIT 1 (Introduction to

group work + simulation of 1st meeting with students)

14:15 16:15 TOPIC 1.5 HOW WOULD STUDENTS TAKE TO THIS? TRYING OUT UNIT 1

(Groups work on Unit 1, preparing the presentation if possible)


16:30 18:00 TOPIC 1.6 TUTORIAL FOR UNIT 1, delivered by facilitators

TUESDAY 2nd June – DAY 2

09:0

0

10:3

0

TOPIC 2.1 Introduction to ENACT course and briefing for Unit 2 with students (9

students from Kenyatta University who are new to the course)

10:3

0

10:4

5 Coffee break

10:4

5

12:4

5

TOPIC 2.2 TRYING OUT UNIT 2 – Part 1 (Selected Unit 2 self-study activities,

students and tutors separately)

12:4

5

13:4

5 Lunch break

13:4

5

15:3

0

TOPIC 2.3 TRYING OUT UNIT 2 – Part 2 (Selected Unit 2 self-study activities,

students and tutors separately)

15:3

0

16:0

0 Coffee break

16:0

0

18:0

0

TOPIC 2.4 Tutorial for Unit 2 delivered to students.

End the day with thanks and farewell to students


26

WEDNESDAY 3rd June – Day 3

8:30 9:00

TOPIC 3.1 Feedback/discussion on Unit 2, including tutorial. Some guidelines for

conducting tutorials (powerpoint produced by Nigerian ENACT tutor Charles

Nkwoala).

9:00 10:3

0 TOPIC 3.2 Assessment principles

10:3

0

11:0

0 Coffee break

11:0

0

12:1

5 TOPIC 3.3 Units 3, 4, 5 and 10 group work

12:1

5

13:1

5 Lunch break

13:1

5

14:4

5 TOPIC 3.4 Presentations by working groups of Units 3, 4, 5 + 10

14:4

5

15.0

0

TOPIC 3.5 Investigating NE in country Nutrition and Food Security policies

(presentations)

15.0

0

15:1

5

Coffee break

15:1

5

17:3

0 (Free for sightseeing/shopping)

THURSDAY 4th June –Day 4

9:00 11:0

0 TOPIC 4.1 Group work - trying out selected activities of Units 6-9

11:0

0

11:1

5 Coffee break

11:1

5

12:4

5 TOPIC 4.2 Group work cont. + preparing presentation of assigned unit

12:4

5

13:4

5 Lunch break

13:1

5

14:4

5 TOPIC 4.3 Presentations by working groups of Units 6-9

14:4

5

16:0

0

TOPIC 4.4 Discussion of course organization and feasibility of student project &

outside activities.

16:0

0

16:3

0 Coffee break

16:3

0

17:3

0 TOPIC 4.5 Planning to integrate the course – Piloting partners share their plans

BBQ dinner

FRIDAY 5TH JUNE – DAY 5


27

9:00 9:30 TOPIC 5.1 Summarizing tutor responsibilities + local documentation to gather


9:45 11:4

5

TOPIC 5.2 How will I use the ENACT course? – Tutors note down ideas on using

the course at their universities

11:4

5

12:0

0 Closing of the workshop

12:0

0

13:0

0 Lunch and goodbyes


28

ANNEX 5. OPENING SPEECHES

OPENING REMARKS BY ROBERT ALLPORT Assistant FAO Representative in Kenya

EXCELLENCIES, DISTINGUISHED GUESTS, LADIES AND GENTLEMEN

It is my great pleasure to welcome you to Kenya and to this Nutrition Education Curriculum

Workshop!

As you are aware, Africa faces urgent challenges such as addressing the injustice of chronic

hunger, stunting and the need for sustainable food and nutrition security. In spite of advances

in science and technology and improvements in food production and productivity during the

last decades, high levels of undernourishment and malnutrition persist. Countries still struggling

to feed their people now face the costs of preventing obesity and treating non-communicable

illness.

LADIES AND GENTLEMEN

The vision of FAO is to ensure a world free from hunger and malnutrition, where all people

have access to adequate and safe food for an active and healthy life. While food security is the

cornerstone for improved nutrition and wellbeing, there is new evidence to show that food and

nutrition education and communication can be a vital catalyst in the success of food and

nutrition security interventions.

There is the growing realization among development agencies, globally, that focusing solely on

agricultural production may not solve global malnutrition. While improvements in food

production and productivity are clearly essential for generating income and employment and

reducing poverty, they do not necessarily translate into improvements in good nutritional

status. To meet the challenge of preventing all forms of malnutrition, and the unacceptably

high economic and social costs it has on countries, FAO believes that countries need to educate

their people about eating the right foods – not just more or less food. This means that

everyone needs to know what constitutes a healthy diet and how to make good food choices.

In the words of FAO’s Director General, Jose Graziano da Silva: “We teach people everything

including how to drive; why not teach people what and how to eat? We need to urgently put in

place food and nutrition education programs to help families eat better”.

At the recently held International Conference on Nutrition (ICN2), Governments endorsed the Rome

Declaration on Nutrition and the ICN2 Framework of Action which urges them to educate and inform

their citizens about healthier eating practices and to build professional skills in nutrition education and

dietary promotion strategies.


This requires a range of actions including behavioral and cultural changes and the integration of

nutrition as a core concern of every policy directed to sustainable food systems. In turn,


29

nutrition interventions including effective nutrition education have to be better integrated into

agricultural policies and programs, as well as into health, education and community services.

To enable these actions, capacities for effective nutrition education and dietary promotion

are needed throughout the higher, tertiary education and professional training systems in

Africa. These capacities are currently weak or lacking in many countries and urgent action is

needed to fill this gap.


As part of the joint ENACT/ENAF initiative, excellent progress is being made in developing

capacities in nutrition education in several African countries. As such, this workshop is an

important step towards our goal of developing sufficient numbers of well qualified

professionals who have the knowledge and skills to implement action oriented nutrition

education and work for the establishment of food environments that are more conducive to

healthy eating.

This workshop brings together tutors and academics from several African universities to

share their ideas and experiences on professional training for food and nutrition education in

action. They will get the opportunity to learn more about the FAO Education for Effective

Nutrition in Action (ENACT) course on nutrition education, familiarize themselves with using the

ENACT materials, and receive guidance on the implementation of the course module. This will

enable their universities to introduce ENACT to their curricula, thus producing a cadre of future

nutritionists who are well equipped to carry out effective and practical food and nutrition

education. This will also bring better understanding on integration of nutrition education across

different sectors and make a better contribution to reducing malnutrition in Africa.

The FAO Country and Sub- Regional Emergency Offices are very pleased to host this event

jointly with Kenyatta University and our nutrition colleagues from FAO’s Nutrition

Division/Headquarters in Rome. Africa has been the first region to embark on the process of

developing a curriculum on Education for Effective Nutrition in Action and can lead the way for

the rest of the world.

I wish you fruitful discussions and an enjoyable stay in Kenya and look forward to the

outcomes of the workshop.

END

OPENING SPEECH BY PROF . JULIA OJIAMBO Chairperson of the Kenya Nutritionists and Dieticians Institute (KNDI)

FAO Representative in Kenya, Mr Robert Allport, the Head of Nutrition and Dietetics at

Kenyatta University, Professor Judith Kimiywe, Distinguished Delegates, Ladies and Gentlemen:

I feel honoured and also privileged to address this distinguished audience of the Education for

Effective Nutrition in Action workshop, organized by the Food and Agriculture Organization in

collaboration with Kenyatta University. These two institutions constitute my mentorship into

the nutritionist I am today.


30

In 1962 I was greatly favoured by FAO and UNICEF when the two organizations awarded me a

full United Nations Fellowship to study Nutrition at the Queen Elizabeth College (now the King’s

College), London University, and also at the London School of Hygiene and Tropical Medicine,

for three years. I initially was admitted for an academic post-graduate Diploma in Planning of

Community Nutrition programs, but upon successful performance this was extended to cover

my undergraduate degree programme in Nutrition Sciences.

In 1972, as a Senior Lecturer at the Department of Home Science, University of Nairobi, I

initiated the actual relocation of the Department of Home Science to a larger space at Kenyatta

University. The current Department of Nutrition and Dietetics is housed in the office we

established in 1972. That was a culmination of several events that were then taking place in

Kenya, East Africa and Africa as a whole, aimed at combating the then Kwashiorkor menace. I

do indeed have reason to feel honoured.

In 1976 I received an award from FAO, the prestigious Ceres Gold Medal in recognition of my

efforts in advancement of the welfare of women and children and also in rural development.

The FAO Director General, Edouard Saouma, had to travel all the way to Nairobi to honour me.

I am still indebted to FAO for that early START-RITE support to me.

Incidentally, history has it that formal education in the field of Nutrition in East Africa may have

started in 1945, when the first inter-Africa English-speaking course on Nutrition was held in

Kampala. The course was one month long and was organized by a Nutritionist and a Physician

from the London School of Hygiene and Tropical Medicine, together with a specialist

Agriculturalist from Oxford University. Based on the experience gained from that Kampala

workshop, interest in practical training in nutrition in Africa began to spread, and about five

years later in 1949, a second inter-Africa conference on Food and Nutrition was held in

Cameroon. A key recommendation made at this conference was that well-qualified staff

should be nurtured to take responsibilities in institutions of higher learning, colleges and

training schools, who would act as leaders and change agents in communicating the link

between food and nutrition to the public.


we are here today because of yet another culmination of activities, research and assessments

carried out in Africa in 2010 by FAO, which has shown that relevant professional training in

Nutrition Education was urgently needed in the region. Consequently the ENACT

undergraduate course has been developed in response to these findings. May we appreciate

the German Federal Ministry of Food and Agriclture for the financial support which has made it

possible for this activity to materialise.

Indeed, it was for this reason that the Kenya Nutritionists and Dieticians Institute (KNDI) in its

bid to operationalise the Nutritionists and Dieticians ACT No.18 of 2007 chose to focus on its

core mandate, which is to provide for training, registration and licensing of its professionals

for effective service delivery to populations of all age groups in Kenya. KNDI is a regulatory

body with an oversight role over all matters relating to nutrition and dietetics in Kenya. It has

put in place training standards and checklists to make it easy to regulate professional training

and conduct, including the examinations and subsequent licensing of graduates into the


31

profession. Therefore KNDI has developed core-curricula guidelines for harmonization of

training of its professionals at certificate, diploma and degree levels. KNDI has further

developed Continuous Professional Development guidelines (CPDs) for those trained before

its advent, for their growth and retention in the profession, in addition to internship policy,

manuals and packages for professionalization of those qualifying and graduating from the

harmonized curricula at both public and private training institutions, both universities and mid-

level colleges. This means that the training content as well as its trainees, training faculties

and institutions must be accredited by KNDI for compliance with professional standards and

ethics.

One remarkable achievement by KNDI is that the national curricula for certificate and diploma

levels have been adjusted to meet the KNDI standards, in consultation with KICD. Finally, an

internship programme has taken off for degree holders in six core areas of nutrition and

dietetics, specifically for indexed students, for a period of one year. This will complete the

picture of the professionals in nutrition and dietetics as per KNDI standards. All the processes

for the internship have been developed by KNDI. The procedures and policies regarding

training certificates, diploma and degree levels, have all been set in place and are now

regulated by KNDI.

We in Kenya are happy to say that the 2010 vision of FAO has been realized through the

interpretation of the Nutritionists and Dieticians ACT No. 18 of 2007. Supportive training and

policy documents are now available and in use in Kenya. KNDI is therefore now saying that it

will be in the best interest of all to support and strengthen the proven Kenya model for training

and service delivery in Nutrition and Dietetics, nationally and internationally.

Finally, and on behalf of KNDI, I wish to take this opportunity to wish you a very successful

week of fruitful deliberations. The outcome of this workshop will add significant value to the

efforts that are being made to evolve education for an effective nutrition delivery system in

Africa.

It is my pleasure to present to FAO a copy of the KNDI roadmap for reference.

IT IS NOW MY GREAT PLEASURE TO DECLARE THIS EDUCATION FOR EFFECTIVE NUTRITION IN

ACTION WORKSHOP OFFICIALLY OPENED. THANK YOU.


32

ANNEX 6. SUMMARY OF FEEDBACK ON NATIONAL NE

POLICY

Participants assembled relevant national policy documents in health, food security and

agriculture, and searched for mentions of nutrition education under its various names (e.g.

nutrition education, IEC, information dissemination, knowledge building, awareness-raising,

BCC, SBCC, health promotion, social marketing, counselling etc.). Each country made a brief

presentation and some individuals responded to a questionnaire.6 The following notes are a

conflation of these two sources.

o In general, how much emphasis is given to nutrition education in national policies?

o Is NE explicitly mentioned in policy/strategy documents by any name?

Generally, respondents saw little explicit emphasis on nutrition education in country policies,

with some specific exceptions (e.g. a BCC strategy, a constitutional right to access to

information).

o Do you know of any other policy/strategy documents that mention nutrition education?

(e.g. Education, Health, Agriculture, Finance, Rural Development?)

Participants found that agriculture and food security sector documents were mainly concerned

with providing more food, income generation and price. Two did not mention nutrition in

Ag/FS policy; one mentioned it but gave no details. However one country had a BCC strategy in

food security (Mozambique), and in Malawi there were messages for farmers, among other

groups.

o What is the emphasis of the NE component? (e.g. the first 1 000 days/NE in

schools/promoting general awareness of healthy diets etc.)

The main emphases were on maternal, infant and young child nutrition, often within the

framework of the SUN movement. Most also mentioned school health strategies, but it was

not clear how far these related to the classroom curriculum or to actual school feeding (which

may have no nutrition education component or impact). Mozambique mentioned new school

nutrition education materials. Nutrition education was also mentioned as one of a number of

strategies proposed for tackling micronutrient deficiencies (Kenya) and as an important

element in food fortification (Mozambique).

o Do NE objectives aim at knowledge, awareness or changes in behaviour?

The approaches identified were largely knowledge, IEC and awareness-raising. One country

(Malawi) favoured nutrition messages for all social groups (farmers, parents, journalists etc.)

o Is there any mention of capacity building in NE?

6 The order of the questions has been changed a little.


33

In some cases, no mention was found; in others it was assumed to be covered by general

capacity building in the services.

o Can you make one suggestion for improving existing nutrition education in your national

policy (ies) or introducing it where it is lacking?

Suggestions concerned

a) target groups – e.g. nutrition education to start from the pre-primary school; nutrition

education materials for each life-cycle group; nutrition education for all

sectors/stakeholders (e.g. policy-makers, agriculturists, health workers, education; NE in

schools, NGOs and faith-based organizations)

b) approach – e.g. focus on behaviour change and not just awareness creation; proper

practical content and application of F&N in school curricula; specifying the approach

required

c) policy and advocacy – e.g. need for policy support for capacity development and

professional training.

o Would you be interested in joining a working group to develop a framework for a

national nutrition education and communication strategy for developing countries? (This

work would be on a voluntary basis, via email)

All those who answered the questionnaires were interested in joining such a group.


34

ANNEX 7. PLANS FOR USING THE ENACT MODULE

The following detailed summary is based on questionnaires and presentations presented at the

workshop and cannot be taken to represent the settled intentions of the institutions involved,

which will require independent verification.

What participating universities/institutions hope to do with ENACT

KNDI = Kenya Nutrition and Dietetics Institute CUE = Commission of University Education

(Kenya)

OAs = Outside Activities Curric = curriculum N = Nutrition FS = Food

Security

S’s = students HR = human resources

Name and

institution

How could ENACT

be used?

Suitable?

(format, OAs,

activities,

project)

Adaptations

needed?

Actions planned

(short-term &

long term)

External

support

needed

1. LURIO

UNIVERSITY,

MOZAMBIQUE

Almeida

Machamba

USE FIRST HALF

Include Units 1-4 in

faculties of health,

biology, agronomy

& “community

subjects”: 1st year

units 1&2, then

other units.

Discuss what

credits to be

given

Simplify

technical

language,

include local

cultural &

trad aspects

ST: Training for

univ teachers

LT: Review

curricula of

biology, health

and agronomy to

see how to

include

Need data

from other

countries for

comparison

2.MMUST,

KENYA

Evelyn Mulunji

USE WHOLE

+IN-SERVICE

Integrate in

a)2nd semester, 3rd

year, and

b)1st semester , 4th

year

Students need

to get used to

format

To fit existing

program,

reduce study

activities and

enhance OAs

ST: Include in

own courses (N &

F&NS)

LT: Offer as

course for field

nutritionists

Get support of

experienced

tutors when

starting short

courses

3.JOMO

KENYATTA

UNIVERSITY,

KENYA

Florence Kyallo

USE WHOLE

+ SHORT COURSE

+(possibly) MSc

in NE

For undergrads in

3 N-related

courses and e-

learning course

now in devt.

Should be

approved by KNDI

Study format &

activities can

be fitted in.

Discuss OAs

and project

with faculty.

Separate the

course from

the project.

Project could

be offered in

4th year.

Also offer

separate

units in other

modules.

ST: Use for

assignments &

practicals next

semester

LT: Include in MSc

in Human N (in

devt.)

Possibility of

short course &

Masters in NE.

a)Need

curriculum

review

b)Finalising

online course


35

4.UNIVERSITY OF

RWANDA

D. Iyakaremye

A. Lyambabate

USE WHOLE FOR

IN-SERVICE

COURSES

Yes, with min.

adaptation can be

used for in-service

training of staff in

charge of nutrition

at health centres

and NGO staff

Excellent

content,

tutorials are

fine. Need to

see how best

to organize

use.

Some stories

relate to

specific

communities

& hence not

relevant to

Rwanda.

ST: Train

colleagues in

Dept of Human N

& Dietetics &

adapt content.

Start using for in-

service training.

5.U OF NAIROBI,

KENYA

Angela A.

Andago

USE PARTS

+ SHORT COURSE

Use in several units

in undergraduate

Food, N & Dietetics

Possibly in short

courses

Study format

fits existing use

of tutorials.

Study activities

suitable but

may have to

select.

May need

modification

to fit existing

objectives &

timeframes;

also OAs.

ST: Use parts

immediately

(case studies,

activities, tutes)

LT: Incorporate

ENACT units

during current

curric review

a)Periodic

training

b)M&E of the

course

c)LCD/

projector

d)Support for

short courses

6.NORTH WEST

U, SOUTH

AFRICA,

Chantell Witten

USE PARTS

+ SHORT COURSE

Several units can

be used in part or

whole in various

modules in the BSc

N, BSc Dietetics

and Masters in

PHN.

All aspects fit

well with the

university’s

philosophy &

culture.

Align with

current

learning

outcomes.

Add more

up-to-date

refs.

ST: Report to own

Dept, National

Dept of Health;

Dietetics

Association of

SA, African N

Leadership

program and

FAO/SA.

LT: Propose as

short course for

2016.

7.U OF NAIROBI,

KENYA

Jane Njenga

USE WHOLE

+ SHORT COURSE

Possibilities:

a)Restructure

curriculum to

mainstream

ENACT; need

curriculum review

and Senate

approval

b)Offer as

certificate course.

a) Need shift

from top-down

approach, but

this is very

desirable

b)Activities are

manageable

c)S’s need

motivation &

facilitation.

c)OAs need

institutional

support

ST: Try out Unit 1-

5 & use approach

Sensitise staff &

S’s re upcoming

online version

LT: Propose short

course at

certificate level

(no need for

Senate approval)

a)Support for

more training

workshops

(financial,

logistical, HR,

capacity)

b)Support in IT

to explore

online version

c)Exchange

programs

8.MASSENO U,

KENYA

Agatha Atieno

This can be offered

for undergraduates

spread over two

semesters to allow

The module is

appropriate

and fits in with

other courses.

ST: Explore fit to

existing NE &

counselling

course

a)Help from

universities

that have

already done


36

USE WHOLE

enough time to

carry out all the

activities

All parts will

help students

carrying out

assignments in

other courses

LT: Do the course

in two semesters

with final

certificate

ENACT.

b)Financial

assistance for

training

workshops

9.MIDLANDS

STATE

UNIVERSITY,

ZIMBABWE

Benhilda

Wekwete

ALREADY IN USE

+ SHORT COURSE

+ FOR MEDICAL

STUDENTS

+ MASTERS IN NE

a)already in use as

undergraduate

course

Possibilities:

b) as a 10-week

certificate course

for field workers

c) for medical and

dental students

d) as core of a

Masters in NE

a)Adapt to

time

constraints

b)Add local

examples

c)Adapt for

other

audiences.

ST: Continue to

use with u/grad

students, but

over two

semesters

LT: Adapt for

other audiences

Support from

Ministries,

especially

from Ministry

of Health and

Child Care

10.BINDURA U,

ZIMBABWE

Estele Mwanza

USE WHOLE

Consider

introducing ENACT

into curriculum for

planned N and

Dietetics program

OAs would

expose

students to

real-life

activities

Adapt for

length to fit

into the

curriculum

Can only state

plans when the

N&D program

starts

Help from

universities

which have

implemented

the module

11.UNIVERSITY

OF ZIMBABWE

Grace Mushonga

USE WHOLE

+ SHORT COURSE

Adopt and use in

existing under-

graduate NE

course

a) Indep study

approach is OK

b) OAs should

work well with

little super-

vision

Adapt to

local

situation and

university

time frame

ST: Teach this

module as part of

NE course

Sensitise MHCC &

Food Nutrition

Council

a)Finance for

in-service

training of

nutritionists

and extension

workers

b)HR to set up

and conduct

ENACT

modules

12.MASINDE

MULIRO U,

KENYA

Lucy Mutuli

USE WHOLE

+ SHORT COURSE

Incorporate in the

curriculum

Use for short e-

learning courses

The study

format and

outreach

activities suit

my university

Clear

sequence of

units and

activities is

needed

ST : Brief

colleagues in the

institution

LT: Try to ensure

adoption of

ENACT by the

Department

13.KISSII

UNIVERSITY,

KENYA

Susan Momanyi

USE WHOLE

Teach ENACT as a

NE unit (already in

place) before

official curriculum

revision).

Replace existing

Study format,

activities &

OAs are good

(though activ-

ities are time-

consuming)

ST: a) Build

capacity of other

lecturers

b)Incorporate

ENACT into

existing unit

Support from

CUE and KNDI


37

ADOPT LATER

project with ENACT

project.

c)Make CUE

aware of the

methodology

LT: Curriculum

review and full

incorporation

14.MOI

UNIVERSITY,

KENYA

Dr Susan Keino

USE PARTS

ADOPT AS A

MODEL FOR

OTHER COURSES

a)Use some of the

materials in the

existing NE course.

b)Use ENACT as a

model for other

courses (online)

being developed

Format fits but

course would

need

shortening

Modify OAs

to make

them doable

in class or on

campus.

Shorten the

content

ST: Borrow

content

Use format for

other courses

LT: Use as model

for courses for

e.g. community

health workers

a)Help with

teaching

others about

ENACT

b)Help with

offering

ENACT as an

online course

15.UNIVERSITY

OF ELDORET,

KENYA

Gertrude Were

VARIOUS USES

Can be used for

undergrads or

postgrads, as a

short course or

in parts

Could be used

with minor

alterations

Reduce

number of

lecture hours

for the NE

course and

have more

for activities

& tutorials

ST: Sensitise

colleagues &

encourage use

Use parts in own

teaching

LT: Raise

awareness of

management

a)Finance for

student travel

from

university

b)Time and

space for

tutorials

c)Support

from partner

institutions

(e.g. hospitals,

schools)

16.UNIVERSITY

OF ZAMBIA

Dorothy NthanI

USE WHOLE

+ SHORT

COURSES

+ IN-SERVICE

COURSES

a)Great potential

at U of Zambia to

adopt as a whole,

for u/graduates

b) and at Natural

Resources College

(NRDC) for

diploma students.

But will have to be

integrated through

review process.

Could also be used

as a short distance-

learning course

(sandwich).

The modality

of delivery to

be discussed

with HoD and

other staff

Some

adaptation

needed for

short

distance-

learning

course

ST: a)Report back

to colleagues

b)Train other

staff with

external

assistance

c)Share idea/

resources/with

NRDC

d) discuss in-

service use with

Ministries (MoH,

MAL etc.)

LT: Advocate for

Senate approval

NRDC curric


38

review

17.LILONGWE

UNIVERSITY OF

AGRICULTURE

AND NATURAL

SCIENCE

(LUANAR),

MALAWI

Getrude

Mphwanthe

USE WHOLE

USE PARTS FOR

OTHER DEPTS

a)Will be used by

4th year

undergrads in the

N Ext Ed course

and for N & Family

Science students.

b)Units 6-10 can

be used by other

depts e.g. Devt

Studies, Ag and

Engineering

Study format

and OAs very

suitable for the

institution

The activities

may be

reduced

ST: Integrate

some units in the

N Ext & Ed course

from Oct 2015

and some in

other courses

(e.g. Community

N, PHN, Food&N

Planning)

LT: a) Train N

Officers & field

ext officers

b)Conduct studies

with the ENACT

approach

a)Advocacy

support from

FAO

b)HR to help in

rollout of

ENACT

c)Financial

support from

devt partners,

civil society

organizations

& possibly

government

18.EGERTON U,

KENYA

Elizabeth Kamau

USE PARTS NOW

PERHAPS THE

WHOLE LATER

a)Use for Masters

course right away.

b)3rd year under-

grads will use most

of the units from

Sept 2015

c)Project activities

could be adopted

in two courses in

4th year.

Study format is

appropriate,

but cannot do

all activities.

Will be difficult

to do project

right away.

ST: Immediately

introduce units to

staff. (One has

started using it in

N outreach and

extension class.)

LT: Adapt to be

part of curriculum

Make sure all

staff members

can use

a)Support for

OAs would be

useful.

b) Students

will work with

soft copy

because hard

copy too

expensive

19.HEALTH INST

OF SCIENCE,

MOZAMBIQUE

Julia Nhacule

USE PARTS

+ SHORT COURSE

a) Use parts in

lectures in NE, in

internship in NE &

in Community

project

Can’t adopt

whole because

existing curriculum

approved

Suitable a)Reduce

number of

documents

b)Remove

answers

from S’s Bk

c)Include

local pictures

Adapt case

studies

ST: Translate

materials into

Portuguese

Train lecturers

Select contents

LT: Curriculum

review

Organize short

course for health

professionals

Support for:

a)translation

b)curriculum

review

c)training

lecturers


39

ANNEX 8. WORKSHOP EVALUATION

SUMMARY OF DAILY EVALUATIONS

Positive

Participants generally agreed that the workshop was interesting, informative, highly

participatory, active and interactive, thought-provoking and generally enjoyable. Particular

activities singled out as worthwhile were group activities involving shared experiences and

exchanges (informative, exciting, enlightening, an eye-opener); the tutorial sessions (including

the student role-plays); own presentations (amazing, made us think critically). There was

specific favourable mention of the presentation on conducting tutorials; the discussion on

nutrition education policy; the practical aspects of M&E; and the relevance of Units 6 to 9 on

the project process, the situation analysis unit in particular.

Negative

The main reported problems were time management, lack of time, too much work pressure

and being rushed. One commented that more discussion on participants’ own presentations

was needed and another felt that all participants should have been able to get practice in

facilitating tutorials. One thought some activities were “very analytical”.

Apart from this, the main concern was that distributing the units for study by different groups

led to confusion when the sequence and connections between parts were not perceived; that

the workshop instructions needed to be clearer in order to compensate for this; and that

participants should “walk through” the entire course sequence before studying individual units.

SUMMARY OF FINAL EVALUATIONS OF WORKSHOP

Q1. What will you remember of this workshop? (e.g. memorable moments, particular

conversations, insights, stories, images, points … )

Interactions Participants found particularly memorable the interactions with other workshop

participants (1), the practical group activities (1), the rich discussions (“unforgettable and

thought-provoking”) (7), the teamwork (1), the networking (1),the social ambience (1) and the

“kindness from everyone – a jolly happy group”.

Other workshop activities Many recalled the tutorial sessions (3), in particular the students’

role-plays (6). Three were particularly interested in the presentations on country NE policy.

Some mentioned presentations from facilitators (1) and from the participants themselves,

particularly on Units 6-9 (3).

Materials Some expressed general appreciation of the materials and activities (3), their

realism and approach (1). The stories and case studies were much appreciated (6), and also the

activities on simplifying technical information (1).


40

Q2. The main workshop objective was to introduce tutors to the ENACT course, familiarize

them with using the ENACT materials and provide guidance on the implementation of the

course module

In your opinion, was the above: Well achieved / Could be better / Not achieved?

Well achieved: 9 Could be better: 9 Not achieved: 0 No answer: 2

Comments re “could be better” echoed the daily evaluation comments about time

management and pressure on time (3). One said that the workshop was a good introduction

and orientation, but was not really “training of trainers”.

Q3. Please indicate how well the detailed objectives were achieved.

Few thought that the objectives were not achieved,

The majority felt that the following objectives were well achieved:

1 To share our idea of nutrition education and how it works

3 To share piloting experiences and knowhow of piloting partners and students

6b To work through the first part of unit 1 together, and experiencing a tutorial

8. To collect tutor ideas for using the course and integrating ENACT into the university

curriculum

However many thought that several other objectives could have been achieved better, in

particular 4, 5, 6 a, c, d, e, and 7.

4. To familiarize tutors with assessment principles, including logistics of tutors correcting work

books and providing feedback to students

5. To provide guidance on conducting tutorials

6a. To try out one unit at home, then share the findings

6c. To try out parts of a project unit (unit 6-9) in tutor working groups

6d. To observe students at work and during a tutorial

6e. To look through students’ course books (time permitting)

7. To discuss course organization and feasibility of student project and outside activities

A few reasons were given, mostly relating to time constraints. Some possibilities are:

- Good presentations but not enough time for more direct experience by all (4, 5, 6e).

- Few participants did their “homework”, and this needed to be compensated by a stronger

introduction to the overall framework and sequence of the course so as to make more

sense of the individual units (6a, 6c)

- Observation of students’ work and tutorial participation could have been more structured

(6d)

- Some re-ordering of elements would help (e.g. putting a presentation on project work

before work on units 6-9).

Q 4. Which topics needed more discussion/time and why?

Respondents selected particular units which they felt needed more time and attention. Almost

all units were selected, the most popular being Unit 2 (4), Units 6-9 (5), Unit 6 (2), Unit 7 (2),


41

Unit 9 (3) and Unit 10 (2). The most frequent reasons were that the unit was complex or

important, that some units needed to be done by all participants, that the selection of activities

did not give an adequate idea of the unit, and (for Units 6-9) that more time was needed to sort

out the sequence and the connection with the project work.

Apart from the units, two participants would have liked more work on the assessment of

students, two on the projects and one on preparing outside activities.

Q5. Which topics had too much time dedicated to them?

The general conclusion was that nothing received too much time. Some said time could be

reduced on

- Unit 2, since it was relatively simple

- explaining instructions for group work in plenary (instead, circulate round groups)

- group presentations

- reducing confusion by (e.g.) studying the units in sequence.

Q 6. Please circle the response that best reflects your opinion about the amount of material

covered, the pacing of the delivery, the amount of interaction encouraged, and the interest,

and say if you would recommend this workshop to others.

The general consensus was that too much material was covered and too fast, but the amount

of interaction was just right. About half found the workshop interesting throughout, half not

always. Almost all however would definitely recommend the workshop to others!

Q7. What could have been improved and how? (including any important omissions)

Suggestions for improvement focused on three main areas:

o The need for more time and better time management

o The need for more practical hands-on experience: demonstrations of tutorials,

experience of outside activities and actual unit activities

o The need for a solid overview and understanding of the course framework and

sequence and the separate parts before tackling individual units and activities within

them. Suggestions were more preparation before the workshop, talking through the

whole course or giving an outline summary.

Q8. Are you likely to take further action towards using this module? Please explain your

answer.

(Answers here are covered in Annex 6)

Q9. Can you tell us about anything new that you have learnt during this workshop that will be

useful for your professional work?

One participant was particularly interested in the situation analysis component. Four

emphasized the value of trying to “translate” technical terms into simple language (this activity

was shared by all (Unit 2) and many found it challenging and interesting).


42

One participant said the workshop simply reinforced what she knew already and had already

adopted in her teaching and learning objectives.

The largest group of comments (8) focused on the approach adopted by the course. Some

generally approved the mode of delivery, the added interest of the teaching style and the

methodology (“the way to go”). Others specifically mentioned the practical approach and

examples, the emphasis on independent learning, the value of tutorials and “outside activities”,

and learning from others’ field experience.

Four mentioned the emphasis on the relationship of educators with people: the need to know

the people we are dealing with, build on what they know and perceive, interact with them and

learn from them, encourage existing good practices, ensure ownership and help people to seek

their own solutions.

Q.10 Any other comments?

There were several expressions of appreciation of the workshop and the course. Some

participants reiterated points already made (e.g. the need for short courses, the importance of

involving national institutions). Two raised points which had been discussed in the workshop

but had not received much attention in the course evaluation. One was the question of

whether this workshop was really ToT or rather a briefing for those intending to use the course;

the other was the need to establish a network in order to follow developments in nutrition

education across Africa.

Documents

SOUTHERN AND EAST AFRICA - Food and Agriculture ......SOUTHERN AND EAST AFRICA Professional Training in Nutrition Education NAIROBI, KENYA 29 JUNE – 3 JULY 2015 Organized by the