WORLD BANK GROUP REPORT NUMBER 94887-IN FEBRUARY 2016
As part of the South Asia Food and Nutrition Security Initiative (SAFANSI), this paper focuses on approaches to incorporating such nutrition content into the agricultural extension curriculum.Three state agricultural universities in Tamil Nadu, united Andhra Pradesh,and Bihar were used as case studies for the curriculum review. Through these case studies, face-to-face consultations at the national level down to program implementation at the village level have been developed. These include consultative workshops, and a conceptual framework and strategy for incorporating nutrition into extension curriculum development to improve nutrition outcomes.
What types of skills, attitudes, and behaviors (SAB)1 are necessary to enable institutions to deliver gender- and nutrition-informed services?
The SABs needed at the individual level require a supportive environment that enables individual extension workers to employ the SABs. Such a supportive environment consists of technically correct training, supportive supervision, and appropriate incentives to encourage SAB deployment by staff.
This training manual is designed for health and agriculture extension workers to train health and agriculture development armies as part of the Sustainable Undernutrition Reduction in Ethiopia (SURE) programme. It provides HDAs and ADAs the knowledge they need to improve infant and young child feeding and dietary diversity through the discussions they facilitate with their 1-5 and 1-30 community networks.
This handbook is designed as a reference manual for front-line extension staff to use in their day-to-day work. It offers a set of tools for effective communication, program planning and evaluation. It is meant to support and educate agricultural extension workers worldwide. The intended audiences of this handbook include: governmental agriculture, fisheries, natural resources and community development ministry officials; governmental and non-governmental extension district/regional managers; extension-related faculty and their students—preservice extension workers; and field-level agents, whether governmental, non-governmental or for-profit. We hope that this handbook will help advance efforts to empower and continue educating extension personnel through in-service training opportunities, continuing education programming and “train-the-trainer” programs. Such efforts may include targeting specific tools of interest to audiences and inviting scholars/practitioners to teach participants about them.
This PFS training Manual is designed for use by Master Trainers (MTs) during the training of facilitators course. Each lesson/topic is complete in itself detailing the preparations to be made, the materials to be kept handy, the core message to be communicated, and the methods that can be used in communicating the messages. A few sessions may require the presence of a technical person as co-facilitator, but the rest can be handled by any person who has been trained as a PFS Master Trainer.