Course Guidebook

Name of University___________________
Name of College/Institute/Faculty/school______________________
Name of Department______________________
Program Plant Science/Horticulture
Degree program B.Sc. in Plant Science/Horticulture
Module name Horticulture Crops production and Processing/Post harvest and Processing
technology
Module number PLSCM3091/HORTM3174
Course title Nutrition Sensitive Agriculture
Course code: Plsc3096/Hort 3174
Way of delivery Semester wise/ Parallel
Course Chair: TBA
Office location:
Mobile: E-Mail:
Consultation Hours:
Instructor TBA
Office location:
Mobile: ______E-Mail:____
Consultation Hours:
ECTS Credits (CP) 5(3Crhs)=2+1
Work load per Lecture Tutorial Lab/practical Home study Total hours
Semester hours
32 10 48 50 140
Lecture days, TBA
hours and room
Tutorial/lab days TBA
and hours
Target group Plant Science/Horticulture Students
Year/Semester Year III, Semester II
Co-requisites Post-harvest handling of horticultural crops, Food safety & quality of
horticultural crops and Processing of vegetables and fruits
Status of course Core
Pre-requisites Plant biochemistry, Field Crop production, Plant Breeding (Breeding for
Horticultural Crops), Vegetable crop Production, Fruit crops production and
processing (Tropical and sub-tropical fruit production) and Management of crop
disease and insect pest of economic importance
Course This course is designed to equip students with the basics of human nutrition and
Description the various nutrition sensitive agricultural practices. The course will enable them
to design and implement nutrition sensitive agricultural programs, promote and
assist production and consumption of diversified foods, and contribute for
improvement of the nutritional status of mothers, children and the public at
large.
Course main At the end of this course, students will be able to apply the basics of human
Objective nutrition and its relation with gender and demonstrate nutrition sensitive
agricultural practices through multi-sectoral approach.
Specific Course At the end of the course, students will be able to:
Objectives  Explain the basics of human nutrition
 Explain the life cycle approach for human nutrition
 Explain the importance of diversifying, enriching and sharing the family
diet with a variety of agricultural food products for vulnerable groups
 Analyze the importance of food fortification with especial attention to bio-
fortification
 Demonstrate diversified food production and consumption
 Describe good agricultural practice (GAP) & good hygienic practice (GHP)
 Identify the effect of safe handling on nutrient content of foods
 Identify the role of gender in food production and consumption
 Identify SBCC strategies and tools, food taboos, aversions and cravings that
contribute to malnutrition for successful nutrition promotion
 Explain use of nutrition promotion to improve nutritional status of
individuals and groups through basic nutrition-sensitive production,
utilization trends, diversification and food safety practices
 Plan and execute nutrition promotion material to translate technical
nutrition information into practical advice
 Identify key stakeholders and their role for possible multi-sectoral linkage
in effective nutrition interventions in the community
 Identify entry points for nutrition sensitive agriculture intervention during
agriculture program planning
 Monitor and evaluate implementation of nutrition sensitive agriculture
interventions and its
COURSE CONTENT & SCHEDULE OF LECTURE

Wee Durati Topic/sub-topic Key activities Required Reading/

k on Assignment
1 100 Chapter 1. Introduction to human Introduction with Essential reading:
min nutrition students Introduction to Human
Syllabus review Nutrition, NNP II and
1.1.Introduction Show FS and NS NNSAS documents
1.2.Definition of basic terms linkage through
1.3.Nutrients and their functions chart
1.4.Food groups and their sources Show food group
1.5. Food and nutrition Security chart

2 100 1.6. Malnutrition Show WHO growth EDHS 2016, NNP II,
min 1.6.1. Definition and basic concepts of chart UNICEF reports and
malnutrition online journals
Picture for stunted,
1.6.2. Causes of malnutrition wasted, Review on rate of
underweight and stunting in Ethiopia
overweight
3 100mi 1.6.3. Forms of malnutrition Video of 1000 days Nutrition through the
n 1.6.4. Status of malnutrition in Ethiopia nutrition life cycle. Judit E.
1.6.5. Impact of malnutrition (https://www.youtu Brown, 4th edition,
be.com/watch?v=L 2009.
kAsHsR3vA8)
Case study on
Lifecycle Nutrition
4 100min 1.7. Nutrition intervention strategies Brain storming NNSAS manual
Discussion Field visit to FTC/PTC
Lecture Visit to food
processing industries
Test
5-7 300 Chapter 2. Diversified food production Essential reading:
min and consumption  Small group  Text book (Bio-
discussion (food fortification)
2.1. Introduction sharing)  Food
2.2. Importance of diversified food Diversification
production for vulnerable groups (40 video
min)  Case study
2.3. Dietary diversification strategies (50
min (students should be Group work
2.3.1. producing variety and nutritious provided the case of assignments and
food malnutrition of a presentation
2.3.2. Reducing post-harvest loss & certain
improve processing communities and
2.3.3. Designing nutrition behavior they should suggest Laboratory / field
change communication plant based practical
2.4. Nutrient enrichment/modification alternative
strategies solutions and
2.4.1. combination recommendations)
2.4.2. Fermentation
2.4.3. Germination
2.4.4. Food fortification
2.4.5. Bio-fortification
2.4.6. Agronomic bio fortification
2.5. Agriculture- nutrition Impact
pathways (40min)
2.5.1. Food production pathway
2.5.2. Agriculture income pathway
2.5.3. Women empowerment pathway
8 100 Chapter 3. Basic principles and Essential
min techniques of safe handling of plant  Problem based reading
products learning  Postharvest
3.1.family members (50 min)
Introduction (students will be handling and
3.2. Food safety hazards and health risks provided a real processing
(40 min) case scenario on principles
3.2.1. Biological hazards impact of food  Food safety along
3.2.2. Chemical hazards safety) the chain video
3.2.3. Physical hazards  Study trip
3.3. Source of food contaminants (20 min) (students should
3.4. food safety and nutrition linkage visit farmers Group work
3.5. Nutrition sensitive post-harvest field, local assignments and
handling market, food presentation
3.6. Food safety standards (20 min) serving centers)
3.6.1. Good Agricultural practice (GAP) Laboratory / field
3.6.2. Good Manufacturing Practices practical report
(GMP)
3.6.3. Good hygiene practice (GHP)
9-10 150 Chapter 4. Gender and Nutrition Small group
min 4.1 Introduction discussion role of
4.2. Basic terminologies in gender (20min) men and women
4.3. Gender role in food production and food preparation
consumption (20min) and consumption
4.4. Gender equality and equity for Role play
nutrition
4.5. Empowering women in food
production and consumption (70min) Reading of
4.5.1. Women’s access and control over women in
assets agriculture
4.5.2. Labor, time and energy saving
technologies for women
4.5.3. Involvement of male in feeding and Test
caring practices
Chapter 5. Social Behavioral Change Essential
11- 200 Communication (SBCC) for Nutrition reading
12 min 5.1. Introduction
5.2. The Culture of Food Consumption in Student share their IYCN. 2011. Nutrition
Ethiopia (30min) experience on food education training for
5.2.1. Food preference and nutrition preference Agriculture extension
5.2.2. Food taboos and nutrition officers
Small group
5.2.3. Food sharing among family
discussion IYCN. 2011. Nutrition
members
5.3. Nutrition Education, Counseling and education training for
role Play
communication (70min) Agriculture extension
5.4. Nutrition Social Behavioral Change officers
Communication
Group work
5.5. Tools for nutritional behavioral
assignments and
change communication
presentation
5.6. Nutrition Extension through
SBCC/NBCC
 200 Chapter 6. Multi-sectoral collaboration Essential
11- min for nutrition reading
13 6.1. Introduction (100 min)  Brainstorming  NNP-II, NSA, &
6.2. Multi-sectoral Nature of Nutrition (50 FAO: Nutrition
min)  Small group sensitive
6.3. The Ethiopian National Nutrition Discussion agriculture
Program  Mini project intervention
6.4. Roles and responsibilities of various work guideline
sectors (50 min)
6.5. Role of agriculture and livestock Project work
sector in NNP II
6.6. Strengthening multi sectoral
coordination
Chapter 7. Planning, Monitoring and Essential reading:
250
14- Evaluation of Nutrition Sensitive Formative
min
15 Agriculture Interventions Assessment: https://www.fantaproje
7.1. Introduction drill ct.org/tools/nutrition-
7.2. Basic principles of planning for NSA  Project report sensitive-agriculture-
interventions (50min) programming-online-
7.2.1. Program principles training-course
 Small group
7.2.2. Policy principles discussions
Project work
7.3. Monitoring and evaluation indicators  Test
for NSA activities (100min)  Small group
discussions

PRACTICAL /SKILL SESSIONS

Week Practical work Methods Assessment Material
needed
3-4 Demonstrate integrated Demonstration Observation Demonstration
farming methods Guided practice checklist manual

5 Apply hazardous waste Demonstration Observation based Manual,

disposal techniques for Guided practice on checklist guidelines, audio-
plant products visuals
6-7 Techniques of food Demonstration Observation based Experiences ,video
preparation and Guided practice on checklist and nutrition books
utilization
8-9 Students Observation with Planning guideline
Plan nutrition
practice in small checklist & teamwork
interventions jointly with
group with approach
stakeholders in feasible
Coaching or a
agricultural activities by
mini- project
respecting their
with defense
boundaries.
ASSESSMENT METHODS

Assessments Allotted marks in % Chapters

Written assignments
Test ( 2x) 20 1 &4
40% All chapters
Final exam
Group work 10% 2 ,3 & 5
assignments and
presentation
.Project Work 10% 6& 7
Laboratory / field 20 % 2,3 & 7
practical report
Total 100%
Grading : As per University`s legislation

DESCRIPTION OF TEACHING –LEARNING METHODS

 Interactive presentation  Case study
 Group discussion  Role play
 Brainstorming  Study trip
 Demonstration  Coaching
COURSE LOGISTIC
 Location: (Class room, lab/field, market)
 Date:
 Time: as per the schedule
DESCRIPTION OF TEACHING-LEARNING MATERIALS
 Handout, reference 3 to 6 (text books), guidelines (reference 1 & 2) and charts
 Laboratory manuals
 Crops (cereals, pulses, fruits, vegetables, animal products…)
 Audio-visual
ROLES OF INSTRUCTORS AND STUDENTS
Instructors and students will have their respective roles as indicated hereunder:
A. Roles of Instructors
The instructor will be expected to:
 Entertain students input to reach the realistic goals.
 Inform students about the realistic objectives of the course.
 Organize the contents of the course or module appropriately.
 Be a facilitator (introduce the subject; give guidance, moderate discussions, etc.)
 Follow up group discussion
 Take attendance
 Give different assignments
 Read and comment assignments of students on time;
 Prepare his/her lessons and deliver lectures;
 Provide available and necessary reference materials.
  Encourage active participation of students in the teaching learning process;
 Assist students with learning difficulties;
B. Roles of Students
Students are expected to:
 Engage in learning by doing (independent study, project work; group work, etc.)
 Be active learners (participate effectively in group assignments, make presentations, write
reports, etc.);
 Read reference materials from library
 Critically assess journal articles and related topics from book chapters.

COURSE POLICY
All students are expected to abide by the code of conduct of students of the University Senate
Legislation throughout this course. Academic dishonesty, including cheating, fabrication, and
plagiarism will not be tolerated and will be reported to concerned bodies for action. If you need
to read it you can get a copy (to be copied by yourself) of it from your academic advisor.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. I expect you to do all the
assignments you are supposed to accomplish. You are required to submit laboratory/field reports
within a week time of each practical session.
Note on class attendance and participation: You are expected to attend class and lab regularly.
I will take attendance on random days during the semester to ensure that students are coming to
class/lab, and if you miss class repeatedly, your grade will be affected negatively. If you miss
more than 15% of the class attendance you will not sit for final exam. I will often ask questions
during my lectures and active participation in class is essential.
Cell phones: Cell phones must be turned off before entering the class as they are disruptive and
annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class.
You are responsible to accept and bring professional ethics during class room and field work
through
 Work within the boundaries of one’s role and responsibilities
 Maintain levels of competence and standards of good character
 Keep self-knowledge and technical skills up-to-date to ensure safe and effective
practice
 Respect the dignity, privacy and safety of individuals
Finally, you are responsible for all class announcements and changes. All issues discussed in
class or derived from other sources (where I provided you to read) may be the subject of
assignment or final exam question items. Please follow the instructions indicated at each contents
of your course guidebook to complete the course successfully.

REFERENCES
 Andrea L. Spray. (____ ). Nutrition Education & Behavior Change Communication: How
Much is “Enough” to Achieve Measurable Results for Nutrition in Social Protection
Programs?
 Bioversity, 2013. Diversifying Food and Diet using: Agricultural Bio-diversity to
improve Nutrition and Health.
 CGIAR. Agriculture for Improved Nutrition and Health
 Christian O. Dimkpa1 and Prem S. Bindraban. 2016. Fortification of micronutrients for
efficient agronomic production: a review. Agron. Sustain. Dev. 36: 7.
 Chung, K. 2012. An Introduction to Nutrition-Agriculture Linkages. MINAG/DE
Research Report 72E. Maputo, Mozambique: Directorate of Economics, Ministry of
Agriculture.
 COLEACP.2011. Principles of hygiene and food safety management
 Demographic and health survey, 2016
 Evans School of Policy Analysis and Research (EPAR). 2017. Economic Benefits of
empowering Women in Agriculture: Assumptions and Evidence. University of
Washington
 FAO .2016. Compendium of indicators for nutrition-sensitive agriculture. Rome
 FAO and Infant and Young Children Nutrition. 2011. Nutrition education training for
agriculture extension officers: Training Sessions and Resources
 FAO.2015. Designing nutrition-sensitive agriculture investments, Checklist and guidance
for program formulation. Rome
 FAO, 2017. Nutrition Sensitive Agriculture and Food System in Practices. Rome, Italy
 FAO, IFAD, UNICEF, WFP and WHO. 2017. The State of Food Security and Nutrition
in the World 2017. Building resilience for peace and food security. Rome, FAO.
 FAO. 2016. Influencing food environments for healthy diets. Summary. Rome
 FAO. 2016. ENACT: Education for effective nutrition in action: Professional training in
nutrition education. Rome: FAO. www.fao.org/nutrition/education/professional-
training/enact/en/
 FAO .(nd).Infographic on the role of food and nutrition education
http://www.fao.org/nutrition/education/en/
 FAO.2013. Challenges and Issues in nutrition education
 FAO. 2017. Nutrition-sensitive agriculture and food systems in practice Options for
intervention
 FAO. 2013. Synthesis of guiding principles on agriculture programming for nutrition
www.fao.org/docrep/017/aq194e/aq194e00.htm
 FAO. Gender and nutrition. E-learning course
www.fao.org/docrep/012/al184e/al184e00.pdf
 Global Panel. 2014. How can agriculture and food system policies improve nutrition?
Technical brief
 Global Panel on Agriculture and Food Systems for Nutrition. 2016. Food systems and
diets: Facing the challenges of the 21st century. London, UK.
 Gross R. 2002. Food and Nutrition Security in Poverty Alleviation: Concepts, Strategies,
and Experiences at the German Agency for Technical Cooperation. Asia Pacific Journal
of Clinical Nutrition; 11 (Suppl): S341-S347.
 Hahn, H. (2000): Conceptual Framework of Food and Nutrition Security.
 Hodges R. and Stathers T. 2012. Training Manual for Improving Grain Postharvest
Handling and Storage. World Food Programme
 https://www.spring-nutrition.org/sites/default/files/ansabc/course/story_html5.html
 Improving Nutrition through Diversified Foods Production and Utilization, Empowering
New Generations to Improve Nutrition and Economic Opportunities (ENGINE). A
Project of the US Global Health Initiative and Feed the Future Initiative Jhpiego
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 Jhpiego. (nd). Nutrition Communication Strategy PowerPoint presentation
 LINKAGES Project .2003. Behaviour Change Communication for Improved Infant
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 Mahendra Dev, 2012. Agriculture-Nutrition Linkages and Policies in India. International
food and policy research institute IFPRI.
 Ministry of Agriculture and Natural Resources, (2017). Nutrition sensitive agriculture
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 NNP II.2016-2020
 NSA participant manual for DAs, Jhpiego, ENGINE and USAID, 2012
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Definitions and Concepts
 Rötten, U. (2000): Food and Nutrition Security: Problems and Perspectives.
 Save the Children, 2014. Nutrition Sensitivity: How agriculture can improve child
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 Seqota declaration, 2016. Implementation plan (2016-2030)
 SOFA. 2010/2011. Women in Agriculture – Closing the gender gap for development
www.fao.org/docrep/013/i2050e/i2050e00.htm
 Steve Wiggins & Sharada Keats. 2013. Smallholder agriculture’s contribution to better
nutrition. Report commissioned by the Hunger Alliance 20March 2013.
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 Understanding Nutrition. Ellie whitney and Sharon Rady Rolf. 2008
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and their Determinants in Amhara, Oromia, SNNP and Tigray Regions. A Report on
Formative Research Findings and Recommendations for Social and Behavior Change
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 Syllabus Development Team Members
No Name of participant University/institution Department Telephone e-mail Remark

1 Sintayehu Musie Debre Markos Horticulture 091183881 musiesinte@gmail.com Department

University representative

2 Haftom Teka Mekelle University Horticulture 0914722920 haftomt_2006@yahoo.com Department

representative

3 Solomon Ali Debre Markos Plant science 0914662007 ethiotrust@gmail.com Department

University representative

4 Sebhat Temesgen MoANR Plant Science 0911917820 tsibhat@yahoo.com Department rep.

5 Bizuye Masresha MoANR Horticulture 0913156695 bizum2007@gmail.com Department rep.

6 Tesfaye Negewo ESC ANSC 0911937270 tesfanegewo@yahoo.com

7 Mesganaw Addis Debre Markos ANSC 0912724764 mesganawaddis@gmail.com

University

8 Amogne Diress FAO Nutrition 0911092431 amexdag@gmail.com

9 Dereje Bekele Jimma University NRM 0911803756 drj_bekele06@yahoo.com

10 Gidey Kidu Mekele University NRM 0914127853 gideykidu2005@gmail.com

11 Hanna Misebo MOAR NRM 0913716793 hannamisebo@ymail.com

12 Mekonnen Tadesse MoE Curriculum 0911984036 tamek62@yahoo.com

13 Akalu Dafisa Jimma University RDAE 0917808367 Akalu.defisa@gmail.com

14 Genanew Agitew University of Gondar RDAE 0910060293 genaon@gmail.com

15 Alemtsehay Sergaw MoANR Nutrition 0911092431 ser.alems2016@gmail.com

16 Kumela Dibaba Jimma University Food science 0913861123 kumediba@gmail.com

17 Tekeleberhan Mekele University Food science 0913765003 teklebrhan2005@gmail.com

Wolday

18 Tamene Taye GTZ/MoANR Nutrition/Agri 0916411172 tametaye@gmail.com

19 Mebit Kebede Jhpiego GtN 0918765046 Mebit.tariku@jhpiego.org Lead facilitator

20 Endris Mekonnen Jhpiego Gtn 0911480080 Endris.mekonnen@jhpiego.org Lead facilitator

21 Belay Terefe IFPRI RDAE 0911705451 B.Terefe@cgiar.org