UNISA Food Security Short Learning Programme mid term ......New gardening practises introduced through learners that were remembered and implemented at a household level include trench

1UNISA Food Security Short Learning Programme – mid term evaluation: December 2012

UNISA Food Security Short Learning

Programme – mid term evaluation:

December 2012

Table of Contents

Introduction and background ...................................................................................................... 1

Summary of student level exploration ......................................................................................... 2

Summary for Household level survey.......................................................................................... 4

Socio-economic summary for households interviewed................................................................ 5

Comments from households regarding changes or improvements since interacting with learners.

............................................................................................................................................. 6

Changes in gardens due to learner interventions and assistance ............................................... 7

Changes in food preparation, storage and consumption due to learner involvement................... 8

Introduction and background

A mid term evaluation and monitoring process was undertaken for 3 learning groups of

students in KwaZulu- Natal (Msinga, Mtubatuba and Pongola) doing the UNISA FS-

SLP and their associated households. The overall intention was to ascertain the

impact of the course on the learning and implementation of the students as well the

households that they are working with. Further aims of the evaluation were to gain

qualitative information regarding the following:

• Coordination of the course; external and internal linkages

• Specific learning outcomes for students (competencies and skills)

• Specific implementation outcomes for students (what they have done with

households and stakeholders)

• Relationships and interactions between students and households as well as

stakeholders and organisations

• Specific learning and implementation by householders related to their interactions

with students (gardening and food utilization)

• Changes at a household level related to the interventions with students in

association with their organisations.

Interviews were conducted with 21 students and 12 households in the three areas

(Msinga, Mtubatuba- kwaHhohho and Khula and Pongola). Interviews and visits were

set up by the promoters for the areas and were conducted by 3 independent

researchers (Martha Makuleke, Dudu Matore and Rihandzu Mathukane) from

UNISA, (CAES, Florida Campus, Johannesburg). Household interviews were not


conducted for the Pongola site due to time constraints and prior commitments of

learners and facilitators. Interview schedules are attached.

21 Learners from 3 UNISA Food Security groups in KwaZulu Natal (Pongola; 12,

Mtubatuba;5 and Msinga ;4) were interviewed in December 2012 mostly to get some

insight into the level of impact on household food security their involvement with

households has brought about. Interviews and visits were set up by the promoters for

the areas and were conducted by 3 independent researchers (Martha Makuleke,

Dudu Matore and Rihandzu Mathukane) from UNISA, (CAES, Florida Campus,

Johannesburg).

Clockwise; Martha Makuleke interviewing

a household in Msinga. Rihandzu

Mathukane chatting to a learner in

mtubatuba and 3 learners from Msinga

showing one of their Community Work

Programme gardens to the evaluators.

Summary of student level exploration

Learners (20 of 21) felt they had interactions with their promoters that worked well and

provided them with the support they need. They further found that the voluntary

learner groups they formed helped them (19 of 21) to understand issues and

problems and with doing their practical work and portfolio assignments. Most learners

found the community level facilitation tasks difficult (17 of 21) for reasons that range

from high expectations from community members for infrastructure and material

support to difficulties for community members to understand their role and the

information they provide.


A good range of different skills have been mastered by the

learners which includes communicating with households,

listening skills, accepting different opinions or points of

view, planning and organising meetings, working in groups

and with groups, linking with stakeholders, public speaking

and writing. Quite a few mentioned that they gained

confidence in interacting with people. Other skills included

gardening (9), nutrition and food preparation (4),

counselling (1), caring for children (1) and managing their

emotions (1).

Learners were asked to consider the impact on the households

they were working with in terms of food security. From the

responses it is clear that some impact is visible for the

learners, in that households started gardens and or

increased the number and types of vegetables grown (16

responses), implemented some of the natural soil fertility,

water management and pest control ideas introduced by

the learners (4) and have been able to increase their

dietary diversity to some extent and grow a surplus of food.

Some have changed their cooking methods and have

started to preserve food and exchange food with

neighbours rather than relying on typical coping strategies

of borrowing food from neighbours and eating less diverse

and fewer meals.

In a closer examination of changes learners have noticed at

household level due to their interventions, the following was

noted:

• 20 of the learners (N=21) agreed that households focus

more on growing vegetables because of their

involvement. Households now eat vegetables from their

gardens (9) and plan to eat a variety of food unless they

do not have it (16). Household members are more

aware of nutrition (18) and some have made changes in

their food preparation and food choices (10).

• While most households still borrow from neighbours

and relatives in times of food shortages (11) or receive

food parcels from organisations (4), some now are able

to exchange food with each other (4) – for example

beetroot and onions for beans, before resorting to

decreasing amounts of food eaten and number of

meals eaten in a day (1).

• 18 Learners mentioned that there is a greater range of

vegetables being produced with an average of 4 types

of crop per garden (min3 max7).

Some more techniques

used in gardens related

to interventions

introduced through

students

Water conservation using

a ‘banana circle’ and

mulching at Thandi

Mhlongo’s homestead,

Khula Village.

Water conservation using

stone lines and small

terraces at Mrs Majola’s

homestead in Msinga

Seed saving for beetroot and

staking of tomatoes -

gardening practises

introduced at Mrs

Majola’s homestead by

the UNISA learner and

CWP (Community Work

Porgramme) participant

under auspices of Lima

RDF.


• In terms of natural resource management only 3

learners mentioned that households try to

manage water (including using grey water) and

try not to cut trees down. Another 6 learners felt

that households are aware of needing to

conserve natural resources. All other responses

pertained to using resources’, such as cutting

trees, accessing water etc.

• Challenges at a household level that learners

were not able to deal with included primarily a

need for support with infrastructure and inputs

such as water(12), fencing (11), seeds (6), tools

(4) and manure (1). Other challenges included

households members not being very active in

gardens due to old age, ill health and being in

town (4) and frustration on the side of learners

that their interventions did not seem to change

the standard of living of the really poor (3).

Most of the learners (16) feel confident to work

independently on completion of this course and feel

confident to convey knowledge and raise and create

awareness. They do feel the need to be able to

provide infrastructure and input support to

households (12) and would like more information

and study further(7).

Summary for Household level surveyAll 12 households interviewed valued their relationships

with learners in the UNISA FS SLP. They found that

the students were respectful and helpful in assisting

with practical gardening work. Learners also

provided information regarding gardening and food

utilization and demonstrated new ideas.

The average household size for the 12 households

interviewed is 5.86 members. Main incomes

sources are social grants and 58% of respondents

live primarily off these grants. Employment is low,

with only 2 households indicating employed adults

in the household. Other income generating activities

include selling wood, vegetables and running tuck

shops.

New gardening practises introduced through learners

that were remembered and implemented at a

household level include trench beds, keyhole

Gardening techniques introduced

and being used include:

A keyhole garden in mrs Shange’s a

steep rocky garden in Msinga

A Bag /tower garden for use of grey

water in Mrs Nkwanazi’s garden

in KwaHhohho

Trench beds in the community

garden in KwaHhohho, with the

promoter Beni Williams and a

learners from ACT looking on.

Mulching and mixed cropping

(onions, beetroot, spinach ,green

pepper) in Mrs Ndlovu’s garden

in Khula Village

Seed saving by

Mrs Ndwandwe from

KwaHhohho


gardens, use of kraal manure and dedicated paths and beds, liquid manure, mixed

cropping, increased variety of vegetables grown, continuity (growing in all season),

natural pest control methods, water conservation and seed saving.

Practises related to food utilization remembered and implemented at a household level

include a balanced diet, dietary diversity, food preparation such as not overcooking,

reducing use of oil and frying and eating raw vegetables in salads and food

preservation (drying, juices and jams). Storage of seeds (mostly maize, pumpkin and

beans – but also for some vegetables) was often mentioned here. Also mentioned by

all households was the sharing, bartering and exchange of food with neighbours and

group members and a need for them to use such strategies in stead of borrowing

money from loan sharks for food. Five Households mentioned selling of vegetables

and incomes are used primarily to buy other necessary food items such as rice, tea

and sugar.

The main gardening constraints were all related to access to physical resources such as

lack of water, fencing, destruction of crops by livestock, lack of tools and seed.

Gardeners had an average of 8 different crops planted (min 3; max 22), which also

showed in weekly food consumption.

Household members consume vegetables from their garden on average 4-5x/week

(N=10) (Min 2; max 7) with an average of 3 (min 1; max 5) different types of

vegetables being consumed per household. This indicates a considerable increase in

dietary diversity and food security being realised through gardening

Daily dietary diversity averages around 4, which is quite low, but typical of rural

homesteads. The hunger scale indicates that most households interviewed (8,

N=12)) experience times when there is no food in the house, but do not go to sleep

hungry or have to go whole days without eating. Typical coping strategies for this

include borrowing food from neighbour and relatives (7), buying food on credit (3),

eating 2 meals/day and exchanging food items with neighbours and friends. Two of

the households (N=12) households indicated that they help their neighbours by giving

them food.

Socio-economic summary for households interviewed

Household members average 5.86 (min 5 Max 16) for the 12 households interviewed.

The table below summarises income sources for the households. 7 of the 12

households interviewed depend entirely on social grants as their income (58%).

TABLE 1: MAIN SOURCES OF HOUSEHOLD INCOME

Main income source No of hh (N=12)Disability grant 1

Child support grants (1-5per hh) 8

Pensions 4

Employed (1-2 adults) 2

Selling wood 1

Selling vegetables 1

Tuck shop 1


The dietary diversity of the households was quite low averaging at 4.08 (Min 3 max7) in

terms of different foods eaten in a day, using the 24hr recall method. 50% (6hh) of

the hh reported eating vegetables within this period.

Household members were asked also to comment on their perceived hunger using a

standardised hunger scale, as shown below.

TABLE 2: HUNGER SCALE FOR HOUSEHOLDS INTERVIEWED

Never Rarely-sometimes (1-10)

Often (>10)

Experience a time when there was no food

4 7 1

Went to bed hungry 8 2

Went a whole day and night without eating anything

1

The above further indicates that there is a lack of food in the households and a lack of

choice of food due to lack of resources, especially towards the end of each month,

but that hunger is not extreme enough for people to have to go to sleep hungry or to

need to spend a whole day and night without eating.

Comments from households regarding changes or improvements since

interacting with learners.

Households were asked whether anything has changed or improved since their

interactions with the learners. The following comments summarise the responses for

11 of the 12 household interviewed.

1. Nothing has improved as we used to eat from the garden. (Msinga)

2. Before, we did not have a garden since there was no water. With the help of the

student we started making a garden and got knowledge on rain water harvesting.

There is also a tanker that brings water now. (Msinga)

3. We have improved our care practises for ourselves and our children; eating more

fresh food and treatment of infectious diseases such as diarrhoea. (Msinga)

4. We now exchange information and food with others. (Msinga)

5. Information and relationship with the students has helped us a lot. We are now

planting our own garden, saving money and eating a variety of vegetables. The

money we get from selling vegetables is used for other household needs. Since we

started eating vegetables, the children are nourished and do not get sick as before

and as a family we are much healthier. We have learnt to plant organic vegetables

and use organic methods in the garden. We now make our own brews to prevent

insects from eating out plants.(kwaHhohho)

6. We are able to sustain our lives even with no money. We have learnt a lot about

making sure there is enough food; we have learnt to produce different types of food

plants in order to provide nutritious food and to sell and barter plants with the


neighbours in order to have access to other foods. We now have a passion for

gardening and are able to produce food and make some money. (KwaHhohho)

7. We are producing our own food rather than buying. (KwaHhohho)

8. We have learnt to produce our own food in stead of just buying all the time. (Khula)

9. The new information has helped the household to continue with gardening; to be

working closely with it’s plants and the water and it has contributed to the family’s

diet. Now have access to vegetables even out of season and even other families like

what we are producing(Khula)

10. We now plan when to plant. (Khula)

11. To grow sufficient food to have a variety for a balanced diet and not to have to buy

vegetables. Good food helps us to live free from infections and we get new ideas by

sharing information and produce with neighbours. We now produce adequate food

and sometimes sell for other needs such as sugar and rice.(Khula)

Changes in gardens due to learner interventions and assistance

The changes summarised below are those mentioned by the household members

interviewed. They do not necessarily indicate what was introduced through the

gardening process, but only what was remembered and implemented by household

members. Learners in some cases were party to assistance provided with inputs and

infrastructure through the organisations they are involved with.

TABLE3: CHANGES IN HOUSEHOLD GARDENS DUE TO LEARNER INTERVENTIONS

Gardening process No (N 12) NOTESDedicated beds with paths 6 - Not walking on beds, placing manure over entire

bed – increases soil structure, fertility and water holding capacity

Use kraal manure 8

Making compost 6 - Mtubatuba households have been taught composting – not used in other areas

Trench beds 5

Key hole gardens 1 - Msinga – rocky area with severe water restrictions.

Liquid manure 8

Natural pest control 9 Examples include- Identifying pests and pest predators-using ash for ants- making brews from indigenous plants- mixed cropping

Planting different vegetables 10 Also- planting and caring for seed and seedlings-planting seed in trays, bottles nad other containers for germination before transplanting.

Planting in different seasons 3

Mixed cropping 7

Water conservation 8 Including- mulching- using grey water- making run-off ditches at the top and bottom of the garden

Assistance with infrastructure 8 Due to students being involved and part of an organisation and through their express motivation and help.


Seed saving 6

The main constraints in gardening mentioned were:

• Ill health of head of household (1)

• Lack of labour or difficulty with too much labour (1)

• Difficulty or lack of access to water (7)

• Lack of access to fencing (5)

• Lack of access to tools (2)

• Lack of access to seeds (1)

• Destruction of crops by chickens and livestock (3)

Constraints mentioned by households are all infrastructural or relate to physical access

to resources. These are issues where learners in their roles as facilitators are not

able to intervene directly, but are reliant themselves on organisational support or

leveraging resources from other stakeholders.

Changes in food preparation, storage and consumption due to learner

involvement

The changes summarised below are those mentioned by the household members

interviewed. They do not necessarily indicate what was introduced through the

gardening process, but only what was remembered and implemented by household

members.

TABLE 4: CHANGES IN FOOD UTILIZATION DUE TO LEARNER IINVOLVEMENT IN

HOMESTEADS.

Food utilization

No (N= 12) NOTES

Nutrition 9 Awareness of starch, protein and vitamins for a balanced and healthy dietInclusion of more fresh fruit and vegetables in the diet

Dietary diversity 8 The need to eat a variety of foods and different foods on a regular basis

Food preparation 8 Boiling and steaming vegetables for short whiles only –still greenReducing amount of fats and oils used in cooking

Food preservation and processing

3 Drying of vegetables such as spinach ,onions etcMaking of juices (e.g. beetroot juice)Making of jams (e.g paw-paw, tomato and banana jam)

Social interchange

10 Barter and exchange different vegetables with neighbours and group membersNot to borrow money from loan sharks to buy food – but find other means

Food based dietary guidelines

1 Use salt sparinglyDrink lots of water


All households mentioned the importance of bartering

or exchanging vegetables with neighbours or

group members. Some examples given include

bartering beetroot and lettuce for beans. Five (5)

households mentioned selling of vegetables and

incomes are used primarily to buy other

necessary food items such as rice, tea and sugar.

Generally between 10-30% of a particular crop is

sold and the rest used for household

consumption. Some income is used also for home

repairs, school uniforms and Christmas food.

Four(4) households also mentioned that producing

their own vegetables has either minimised are

removed their need for spending money in shops

to buy vegetables.

Households produce a range of vegetables with an

average across the 12 households of 8 different

kinds of crops (min 3 ; max 22). These are most

likely to be maize, cabbage, spinach, brinjals,

tomatoes, onions, pumpkin leaves and green

peppers.

Household members consume vegetables from their

garden on average 4-5x/week (N=10) (Min 2; max

7) with an average of 3 (min 1; max 5) different

types of vegetables being consumed per

household. This indicates a considerable increase

in dietary diversity and food security being

realised through gardening.

Learner Evaluation of Internal linkages

The learners were asked a number of questions to

explore whether the way the course has been

structured provides them with needed assistance

and support. This includes the structure of 6

Modules, with support from a tutor and from

smaller learning groups formed voluntarily

between learners. A few questions also related to

their facilitation in the community, which is central

to them completing their assignments and

portfolios. The learners’ understanding of what

they have learnt, new skills they have acquired

(ito facilitation, organisational development

,communication and food security) was also

explored to a limited extent

Mrs Ndwandwe from kwaHhohho

village in Mtubatuba has an

incredible diversity and range of

crops grown (22). She is one of

the household gardeners linked to

a local NGO, Biowatch which

promotes natural farming

methods, traditional crops, seed

saving and biodiversity.

MrssNdwandwe pointing to

imfe(sweet reed), sorghum maize

and pumpkin in her garden.

A variety

of orange fleshed sweet potato(1

of 5 varieties)

Pigeon peas and avocado trees

produced by Mrs Ndwandwe


Working in learner support groups

Learners were asked whether they were able to work effectively within their learning

groups/teams. These teams are set up within each group of 25 learners where those

that live close together or know each other are given the opportunity to work together

to support each other.

TABLE 5: EFFECTIVENESS OF LEARNER SUPPORT GORUPS IN THE VILLAGES

Was the learning group effective: (N=21)Yes= 19

No= 2

The following list explains in more detail the support they provided for each other. The

number in brackets indicates the number of responses given:

• Helped each other with practical work (7)

• Shared ideas to finalise portfolios (6)

• Help in understanding and with problems (4)

• Shared ideas and insights into Food security and community issues (4)

• Organisational support helped a lot (1)

• Work together and listen to each other (2)

• Worked hard with stakeholders (1)

Facilitation at community level

Learners were asked how they experienced facilitation at a community level and whether

it was difficult for them or not. This pertains to our conceptions of how learners may

be perceived in the community and their own perceptions about their level of

facilitation and development skill.

TABLE 6: FACILITATION AT COMMUNITY LEVEL

Level of difficulty experienced: (N=21)Difficult: 17

Not difficult; 4 – only constraint was not having enough resources/tools to offer.

A list of difficulties encountered and experienced by the learners is provided below. The

number in brackets denotes the number of responses:

• Learners were not always welcomed; community are tired of people promising to

improve their lives but don’t do anything

• People do not want to answer questions

• We know them well; but they did enjoy working with us and gaining new insights

• We were faced with so many questions like what we were going to do to help

them

• People wanted to get something; wanted to be helped because they are suffering

(2)

• Shy to work with older people

• People do not understand about food security


• Initially difficult as we know all the people, later it worked out much better (6)

• Initially people thought we wanted to come and undermine their living standard

and well being

• Initially difficult, but later gained confidence in working with people

• Community could not understand how information could help them

Relationship with promoters

Learners were asked to indicate their relationship with their promoters and give some

information about specific support given.

TABLE 7: RELATIONSHIP WITH PROMOTER

Relationship with promoter/tutor: N=211= 20

2= 1

1=works well; 2= works reasonably well and 3= does not work well.

Specific responses related to the support provided by promoters are listed below, the

numbers in brackets indicate the number of responses given:

• Provides necessary information (3)

• Clear explanations (13)

• Can approach the promoter with issues (2),

• Good manners, do not shout at us

• Friendly (2)

• Answers questions (3)

• Assistance with assignments (1)

• Patient and helpful (5)

• Pushes us to do the work (1)

Skills learnt through the course

Use of PLA (Participatory learning and Action) tools

Here learners were asked what they have learnt, what they can do now that they could

not do before and their understanding of PLA tools

A summary of the PLA tools learners feel that they understand the best, in order of the

number of responses given is: Problem tree analysis (12), transect walks (10),

storytelling (7), seasonal calendar (4), venn diagram (4), informal interviews (3),

resource map (2) and focus groups (1). Some learners mentioned between 2-3 tools

they feel comfortable with.

Workbooks of a sample of 8 learners from Pongola were analyses for further responses

pertaining to their engagement with the PLA tools. Some further responses related to

their experience with the tools include:

• It is difficult to draw diagrams and do ranking


• Some words re difficult to understand

• It is tough to get people to listen

• These methods make anything seem easier and possible

• Some people do not attend the meetings; households and stakeholders

• Difficult to meet with stakeholders; they do not take us seriously

• One can get detailed information about groups and institutions.

Skills in facilitation, organisation, communication and general skills gained

The table below summarises the responses of learners in terms of skills learnt and what

they are now able to do that they could not do before

TABLE 8: SKILLS GAINED BY LEARNERS IN FACILITATION, ORGANISATIONAL

DEVELOPMENT NAD COMMUNICATION

Skills identified by learners NO

Facilitation

Communicating with households, do household visits 4

Respect households and listen carefully 3

Respect community and stakeholders, work and link with other departments

3

Link between organisations, bring stakeholders together 3

Always consult leadership before starting initiatives 2

Assisting people to make food gardens 2

Go door to door to get more information 2

Plan and facilitate meetings, 2

Speak openly use PRA tools effectively to benefit community 1

How to solve community problems 1

How to do agendas and write minutes 1

Must use visuals to help convey information 1

Sharing ideas in a group to get more information 1

Organisational

Write invitation letters and set up meetings 8

Planning a meeting, including using diaries 4

Not to do things at the last minute, timely preparation 3

Work with groups (organise work together) 3

Talk to people in other organisations 1

Time management when caring for people 1

Better to speak to people face to face when inviting them to meetings

1

Improved leadership skills 1

Learnt to do work logically, to do reflections and to dig deeper for more information

1

To keep records of everything and interactions with households 1

Communication

Listening and respecting different points of view (not judging) 8

Not so shy to speak; learn to be open with people and have no fear to face them

6

To be strong and not to take decisions for people 2

Communicate with people in order to come up with solutions 2

Work in a team and make collective decisions 2

Respect elders and have clear communication with them 1

To value other people’s opinions 1

Best to work with examples and create stories when interviewing 1


people

To sympathize with people who are needy and understand them 1

Need to be respectful and be able to calm down to work with people effectively

1

Public speaking 1

Learnt to write and take notes 2

Other

How to work with soil (increase fertility) and water in gardening 2

Making food gardens and doing mixed cropping, liquid manure 2

Planting, fencing 1

Cooking of healthy food 1

How to make a trench bed. 1

Counselling in HIV, co-operatives, adult education; I can explain myself and pass on knowledge

1

To be hygienic and drink water 1

Practicals on demonstrating gardening 1

Provide assistance in caring for orphans and children 1

Learnt planting in a bottle where a plant can live in a closed space. Can now work in gardens and make gardens in small spaces using bottles and tower gardens

1

Learnt about permaculture and how to make a home garden 1

Motivate households to improve their diets 1

Planning a balanced diet 1

Sometimes I get emotional and too attached to some families, but now learning to treat everybody in the same way

1

A good range of different skills have been mastered by the learners which includes

communicating with households, listening skills, accepting different opinions or points

of view, planning and organising meetings, working in groups and with groups, linking

with stakeholders, public speaking and writing. Quite a few mentioned that they

gained confidence in interacting with people. Other skills included gardening (9),

nutrition and food preparation (4), counselling (1), caring for children (1) and

managing their emotions (1).

Changes in household implementation due to interventions on part of

learners

Households chosen were generally neighbours and relatives in a few cases learners

targeted local people that are known to be poor and households with single parents,

orphans and or grandmothers as heads (7), those with members with HIV/AIDs or

with disabilities (1) and those who have no gardens (12). A few used the criteria of

having an interest in gardening, but lack resources (2).

Learners were asked to give an indication of how the households responded to their

involvement and to the information they have provided and what evidence they have

thereof. This is a question of impact of their involvement on the households they work

with.

Response of households to learners involvement and information provided

• It was useful because some of them started to make their own gardens


• They were taught how to improve their household food situation and gardens

were made (6)

• They now know about healthy foods and caring for their gardens. The families

have started to plant more vegetables

• They now know about a balanced diet and they did not know bout having

gardens before because the soil is not fertile

• Some were good and others were not; some did what I taught them, while others

thought I was wasting their time

• I see by doing follow-ups whether they have applied the things I taught them and

they explain for themselves the improvements they see (2)

• Everything that I told them they have done right

• The households try to improve

• Information helps them to do their gardens - they are able to produce food with

no money and sometimes exchange food with neighbours

• They can now share their problems and eat balanced meals. They are now aware

how to preserve food and of eating a variety of food

• They were happy to start working with me

• People can now acquire food from their gardens (3)

• The insects in the gardens have reduced in numbers from advise given by the

learner

• Households happy to have learnt things such as natural soil fertility methods,

using marigolds against pests and re-using waste water.

• They changed in their gardens and now produce a surplus

From the responses it is clear that some impact is visible for the learners in that households

started gardens and or increased the number and types of vegetables grown,

implemented some of the natural soil fertility, water management and pest control ideas

introduced by the learners and have been able to increase their dietary diversity to some

extent and grow a surplus of food.

Changes in food security behaviour at a household level.

The learners ware then asked to comment in more detail related to changes at a household

level because of their intervention and information provision.

TABLE 9: CHANGES IN FOOD SECUIRTY BEHAVIOURS AT A HOUSEHOLD LEVEL

Changes in Food

Security

Yes, explain No, explain

The foods the

household members

are consuming?

- Households now eat vegetables from the garden (9)

- People know to eat healthy food like vegetables and

fruit (5)

- Some put vegetables in their meals now that they have

learnt (2)

- They still grow vegetables and can

not buy enough nutritious food (1)

- Crops planted have not produced

yet (1)

- They only buy from stores (1)

How they plan their

meals ?

- They plan to eat a variety of food unless they don’t have

it and take fruit for snacking (11)

- They try to buy a variety of food- but it does not last the

whole month – only a few can afford this (5)

- They only eat what they have (1)


- Some have put together a time table that shows what

they will eat during the month (2)

- They now follow a different pattern of buying and don’t

buy sweets for the kids (1)

How they procure

food or the type of

food they procure

(buy or grow or

collect)?

- They buy what they can not produce (12)

- Buy and plant different vegetables (5)

- They buy different types of food (2)

- They grow some vegetables and buy starch, sugar and

meat (2)

They now store food that they harvest and even grow

seeds (1)

Dietary diversity? - They eat a variety of food (6)

- They add vegetables as part of their meals (5)

- They don’t repeat the same meals all the time (3)

Sometimes they eat the same food

(3)

Only sometimes able to afford (1)

Awareness of

nutrition

-Access to information from learner and clinic (18)

- Some say that diseases in households are less because

of eating more greens (2)

- Aware of vegetables, but not really other foods, besides

meat and chicken (1)

- They have cut down on their salt and oil intake (1)

Changes in food

utilization based on

this awareness

- The now have food gardens (7)

- Store food for future use (3)

- Keeping their places where food is prepared clean (2)

- They know not to overcook vegetables (2)

- Those with high blood pressure are not eating oily food

(1)

- They plant different types of food (3) and exchange with

neighbours for what they don’t have (1)

- They now buy vegetables (1)

Coping strategies in

households during

periods of hunger

- Borrow from neighbours and relatives (11)

- Food parcels (4)

- Exchange food with others (4)

- Cook less food or eat once a day only (3)

- Sell livestock (1)

- Small businesses for those that are unemployed (1)

Do the households

focus more on

growing vegetables

because of your

involvement?

- Yes we work together (17)

- Yes, because I explained the nutritional importance of

growing vegetables (1)

- Yes, now they plant different types of vegetables (1)

- Yes, they spend less on buying food (1)

- Even starting a local seed bank (1)

- No, because they have no access

to water (1)

Are there a greater

range of vegetables,

fruit and crops

grown because of

your involvement?

- Yes; 18.

- No of veg types;4,5,3,7,3,3,5,6= 31/8 ~4

- Yes, different vegetables, but few fruits (4)

- Yes, because DoA gave them seeds (2)

Are there any - Recognise the importance of looking after natural - No (6)


changes in the

households related

to natural resources

and their

relationship to

these?

resources (3)

- Care for vegetables in garden- so these are healthy (2)

- There are taps, but there is not water there all the time

-They are able to manage water and try not to cut trees

(3)

-Conserve water and re-use water for irrigation (1)

- Eat fruits from the veld (1)

- No access to water (3)

- No access to wood to make fires

for cooking – so they will use the

plants that are there (2)

Do you feel you

make a difference

at household level

What is your main

contribution?

They now know about gardening and crops to plant (14)

Encourage household members to produce food in their

gardens (3)

I provided information about nutrition (3)

Gave them seeds to plant (1)

Provide information about diets, hygiene and sanitation

(4)

Provide information about savings in order to use the

money for education and health care (1)

What are the

challenges at a

household level that

you are not able to

deal with through

your present

involvement?

-Fencing (10)

-Access to water, including water tanks for storage (11)

-Access to seeds (6)

-Access to gardening tools (4)

-Access to manure (1)

-People wanted food parcels (4)

-Poor soil, so lack of trees (2)

-That people could not work due to illness or age (3)

-At the end of the month people are not available; in

town collecting pensions (1)

-Some families are too poor to plan and prepare an

adequate diet and there is no food at all (1)

-Some families can not afford to access adequate health

care (1)

-When houses are falling down we can not assist (1)

-I could not change people’s living standard (1)

20 of the learners (N=21) agreed that households focus more on growing vegetables

because of their involvement. Households now eat vegetables from their gardens (9)

and plan to eat a variety of food unless they do not have it (16). Household members

are more aware of nutrition (18) and some have made changes in their food

preparation and food choices (10).

While most households still borrow from neighbours and relatives in times of food

shortages (11) or receive food parcels from organisations (4), some now are able to

exchange food with each other (4) – for example beetroot and onions for beans,

before resorting to decreasing amounts of food eaten and number of meals eaten in

a day (1)

18 Learners mentioned that there is a greater range of vegetables being produced with

an average of 4 types of crop per garden (min3 max7).

In terms of natural resource management only 3 learners mentioned that households try

to manage water (including using grey water) and try not to cut trees down. Another 6


learners felt that households are aware of needing to conserve natural resources. All

other responses pertained to using resources’, such as cutting trees, accessing water

etc.

Challenges at a household level that learners were not able to deal with included

primarily a need for support with infrastructure and inputs such as water(12), fencing

(11), seeds (6), tools (4) and manure (1). Other challenges included households

members not being very active in gardens due to old age, ill health and being in town

(4) and frustration on the side of learners that their interventions did not seem to

change the standard of living of the really poor (3).

Ability to work independently after completion of the courseIn conclusion, learners were asked about their confidence levels to work independently after

this course, what issues they feel confident about, what support they still need and issues

that will be difficult for them to tackle. The table below summarises their responses.

TABLE 10: ABILITY TO WORK INDEPENDENTLY

Yes, can work independently No, can not work independently16 1

Different approaches to facilitation Difficult to work with people

Work with people to solve problems

Yes; know how to deal with community issues and work with households.

Now know to approach people with respect

learnt how to approach individuals, households and community.

Can present herself in front of other people and able to motivate and improve awareness.

Will be able to pass on knowledge to other people (food security and nutrition (2)

Further support required:

• Support for equipment, seed, manure, compost, fencing and water (12) from

Government and NGOs

• Would need to work in a group where I could ask for assistance (1)

• Need more information on food gardening (3)

• Need to understand other languages and how to do accounting (1)

• Need to improve my knowledge and find assistance for my groups (1)

• Would like to study further (4)

For the most part learners feel the need to be able to provide infrastructure and input

support to households (12) and would like more information and study further(7)

Documents

UNISA Food Security Short Learning Programme mid term ......New gardening practises introduced through learners that were remembered and implemented at a household level include trench