KENYATTA UNIVERSITY

SCHOOL OF PUBLIC HEALTH AND APPLIED HUMAN SCIENCES

DEPARTMENT OF FOOD, NUTRITION & DIETETICS

HFN 440: FOOD AND NUTRITION SECURITY

AN INTERACTIVE ONLINE MODULE FOR BACHELOR OF

SCIENCE IN FOOD, NUTRITION & DIETETICS

AUTHOR: DR. EUNICE NJOGU

JULY 2020

VETTER: DR. PETER CHEGE

INTRODUCTION TO THE MODULE
Welcome to this module on food and nutrition security. We will look at the meaning of concepts
related to food and nutrition security. We will also learn how to assess food and nutrition
security status, how to monitor the situation and how to intervene in cases of food and nutrition
insecurity.

COURSE FLOW CHART: FOOD AND NUTRITION SECURITY

PERIOD TOPIC
Week 1 DEFINITION AND DETERMINANTS OF FOOD AND
NUTRITION SECURITY
Week 2 DIMENSIONS OF FOOD AND NUTRITION
SECURITY
Week 3 VULNERABILITY AND FOOD SECURITY
Week 4 LIVELIHOOD STRATEGIES AND FOOD SECURITY
OUTCOMES

Week 5 LIVELIHOOD ANALYSIS/TOOLS FOR

ENHANCEMENT OF FOOD SECURITY
Week 6 POLICIES RELATED TO FOOD AND NUTRITION
SECURITY

Week 7 FOOD SECURITY MONITORING SYSTEMS

Week 8 FOOD AND NUTRITION SECURITY STATUS
ASSESSMENT METHODS/TOOLS
Week 9 COMMUNITY COPING STRATEGIES IN TIME OF
FOOD INSECURITY
Week 10 INNOVATIVE INTERVENTIONS TO CURB FOOD
INSECURITY IN THE COMMUNITY
WEEK 11&12 REVISION AND EXAMINATION

OVERVIEW OF THE COURSE

This is a common course unit meant for all students who are taking a Bachelor of Science
Degree in Food, Nutrition and Dietetics. This course is usually taken in the fourth year of study
and has no prerequisite unit. The purpose of the course therefore is to equip you with knowledge
on food and nutrition security in order to prevent malnutrition in the community. We will define
the concepts commonly used in food and nutrition security. Identify groups at risk of food and
nutrition insecurity and also identify determinants of food security. You are also expected to gain
knowledge on how to determine prevalence and severity of food and nutrition insecurity at
individual, household, community and national levels. You will explain Sustainable Livelihood
Framework by DFID/IFAD on how to improve livelihood outcomes and also analyze food
security in rural and urban settings. Identify Early warning systems used in monitoring of food
security situation. You are also expected to have a field work exposure to gain knowledge and
skills for analysis of food and nutrition security situation. You will also analyze policy issues in
food and nutrition and stakeholders in food and nutrition security. Finally you will design
innovative interventions to curb food insecurity in the community

MODULE LEARNING OUTCOMES

By the end of the module, you will be able to:
 Define the concepts used in food and nutrition security along the food value chain
 Explain the Sustainable Livelihood Framework by DFID/IFAD.
 Discuss the boosters and barriers of food and nutrition security in urban and rural settings.
 Discuss the food security monitoring systems
 Analyze the Kenya food and nutrition security policy and implementation framework.
 Develop skills to implement innovative interventions to curb food insecurity in the
community

COURSE DESCRIPTION
PROGRAMME: BSC IN FOOD, NUTRITION AND DIETETICS
Level: 4th year Undergraduate course
Course duration 35 hours

HFN 440: Food and Nutrition Security

Purpose: To expose the learner to food security concepts to enhance nutrition security and be
able to address emerging issues.
Expected Learning Outcomes
By the end of the course, you will be able to:
 Define the concepts used in food and nutrition security along the food value chain
 Explain the Sustainable Livelihood Framework by DFID/IFAD.
 Discuss the boosters and barriers of food and nutrition security in urban and rural settings.
 Discuss the food security monitoring systems
 Analyze the Kenya food and nutrition security policy and implementation framework.
 Develop skills to implement innovative interventions to curb food insecurity in the
community
Course Content
Concepts. Groups at risk of food insecurity. Prevalence and severity of food and nutrition
insecurity at individual, household, community and national levels. Sustainable Livelihood
Framework by DFID/IFAD. Population and world food supplies. Determinants of food security.
Food and nutrition security along the food value chain. Food security in rural and urban settings.
Early warning systems. Field analysis of food and nutrition security. Food Policy issues,
planning for interventions. Stakeholders in food and nutrition security; NGOs, government,
development partners and civil societies. Field assessment.

Mode of Delivery
Lectures, group discussions and presentations, field trip and report writing
Instructional Materials
Writing boards, text and e-books, computers, projector and stationeries

COURSE REQUIREMENTS
This is a blended learning course meaning that learning materials and instructions will be given
online and the lessons will be self-guided with the lecturer being available briefly for face to face
sessions and support and also on-site (online) most of the time.

COURSE ASSESSMENT
CATS 30% and Exams 70%

References
1. FANTA/USAID (2006) Household Dietary Diversity Score (HDDS) for measurement of
Household Food Access: Indicator Guide VERSION 2
https://www.fantaproject.org/sites/default/files/resources/HDDS_v2_Sep06_0.pdf

2. FANTA/USAID (2007) Household Food Insecurity Access Scale (HFIAS) for

Measurement of Food Access: Indicator Guide VERSION 3 August 2007
https://www.fantaproject.org/monitoring-and-evaluation/household-food-insecurity-
access-scale-hfias
3. FANTA/USAID (2007) Months of Adequate Household Food Provisioning (MAHFP)
for Measurement of Household Food Access: Indicator Guide. June 2007
https://www.fantaproject.org/sites/default/files/resources/MAHFP_June_2010_ENGLIS
H_v4.pdf
4. FAO, (2020). WWW.fao.org/elearning/#/elc/en/coursecategories
5. GoK (2010) Kenyan constitution http://extwprlegs1.fao.org/docs/pdf/ken127322.pdf
6. Rainer Gross, Hans Schoeneberger, Hans Pfeifer, Hans-Joachim A. Pr (2000). The Four
Dimensions of Food and Nutrition Security: Definitions and Concepts
http://www.fao.org/elearning/course/fa/en/pdf/p-01_rg_concept.pdf

7. UNDP(2015)https://www.undp.org/content/dam/undp/library/corporate/brochure/
SDGs_Booklet_Web_En.pdf

8. UNDP (1999). Application of the Sustainable Livelihoods Framework in Development

Projects https://www.undp.org/content/dam/rblac/docs/Research%20and
%20Publications/Poverty%20Reduction/UNDP_RBLAC_Livelihoods%20Guidance
%20Note_EN-210July2017.pdf
 TABLE OF CONTENTS
INTRODUCTION TO THE MODULE..........................................................................................2
COURSE FLOW CHART: FOOD AND NUTRITION SECURITY.............................................2
OVERVIEW OF THE COURSE....................................................................................................2
MODULE LEARNING OUTCOMES............................................................................................3
COURSE DESCRIPTION...............................................................................................................3
COURSE REQUIREMENTS..........................................................................................................4
COURSE ASSESSMENT...............................................................................................................4
LESSON 1: DEFINITION AND DETERMINANTS OF FOOD AND NUTRITION SECURITY
.........................................................................................................................................................8
1.1 Introduction................................................................................................................................8
1.2 Lesson Learning Outcomes.......................................................................................................8
1.3 Assessment Questions.............................................................................................................10
1.4 References................................................................................................................................11
LESSON 2: DIMENSIONS OF FOOD AND NUTRITION SECURITY...................................11
2.1 Introduction..............................................................................................................................11
2.2 Lesson Learning Outcomes.....................................................................................................11
2.3Assessment Questions..............................................................................................................14
2.4 References................................................................................................................................14
LESSON 3: VULNERABILITY AND FOOD SECURITY.........................................................15
3.1 Introduction..............................................................................................................................15
3.2 Lesson Learning Outcomes.....................................................................................................15
3.3 Assessment Questions.............................................................................................................18
3.4 References................................................................................................................................18
LESSON 4: LIVELIHOOD STRATEGIES AND FOOD SECURITY OUTCOMES.................19
4.1 Introduction..............................................................................................................................19
4.2 Lesson Learning Outcomes.....................................................................................................19
4.3 Assessment Questions.............................................................................................................22
4.4 References................................................................................................................................23
LESSON 5: LIVELIHOOD ANALYSIS/TOOLS FOR ENHANCEMENT OF FOOD
SECURITY....................................................................................................................................23
5.1 Introduction..............................................................................................................................23
5.2 Expected Learning Outcomes..................................................................................................23
5.3 Assessment questions..............................................................................................................26
5.4 References................................................................................................................................27
LESSON 6: POLICIES RELATED TO FOOD AND NUTRITION SECURITY.......................27
6.1 introduction..............................................................................................................................27
6.2 Expected Learning Outcomes..................................................................................................27
6.3Assessment Questions..............................................................................................................38
6.4 References................................................................................................................................38
LESSON 7: FOOD SECURITY MONITORING SYSTEMS......................................................38
7.1 Introduction..............................................................................................................................38
7.2 Lesson Learning Outcomes.....................................................................................................38
7.3 Assessment questions..............................................................................................................43
7.4 References................................................................................................................................43
LESSON: 8 FOOD AND NUTRITION SECURITY STATUS ASSESSMENT
METHODS/TOOLS......................................................................................................................43
8.1. Introduction.............................................................................................................................43
8.2 Lesson Learning Outcomes.....................................................................................................44
8.3 Assessment Questions.............................................................................................................50
8.4 References................................................................................................................................50
LESSON: 9 COMMUNITY COPING STRATEGIES IN TIME OF FOOD INSECURITY......51
9.1 Introduction..............................................................................................................................51
9.2 Lesson Learning Outcomes.....................................................................................................51
9.3 Assessment Questions.............................................................................................................54
9.4 References................................................................................................................................55
LESSON: 10 INNOVATIVE INTERVENTIONS TO CURB FOOD INSECURITY IN THE
COMMUNITY..............................................................................................................................55
10.1 Introduction............................................................................................................................55
10.2 Lesson Learning Outcomes...................................................................................................55
10.3 Assessment Questions...........................................................................................................59
10.4 References..............................................................................................................................60
ANSWERS TO ASSESSMENT QUESTIONS............................................................................60
LESSON 1: DEFINITION AND DETERMINANTS OF FOOD AND NUTRITION
SECURITY

1.1 Introduction
To understand food and nutrition security, it is important to be familiar with the concepts used.
We will also link food security to important aspects such as Sustainable Development Goals
(SDGs) and the right to food. Finally, we will analyze the determinants of food security in
communities. To welcome you to this module, take a moment and watch the following video
so that you can have a feel of the global challenge we are facing
https://youtu.be/krU01hlCdxo

1.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:
 Define various concepts as used in food and nutrition security
 Compare the different categories of food insecurity
 Link food security to Sustainable Development Goals (SDGs) and the right to food
 Analyze the determinants of food security in communities

Definition of concepts
a) Food security: a situation that exists when all people, at all times, have
physical, social and economic access to sufficient, safe and nutritious food that meets
their dietary needs and food preferences for an active and healthy life (World Food
Summit, 1996)
b) Nutrition security: demands the intake of a wide range of foods which provides the
essential needed nutrients. Micronutrient deficiencies or hidden hunger is a
component of nutrition security.
c) Food and nutrition security: exists when all people at all times have physical, social
and economic access to food, which is consumed in sufficient quantity and quality to
meet their dietary needs and food preferences, and is supported by an environment of
adequate sanitation, health services and care, allowing for a healthy and active life.
d) Food insecurity: the state of being without reliable access to a sufficient quantity of
affordable and nutritious food.
Categories of food insecurity that the communities may experience.
 Chronic food insecurity- A long-term and persistent condition of food insecurity. A
community suffers from chronic food insecurity when it is unable to meet minimum food
consumption requirements for extended periods of time (approximately six months or
longer).
  Transitory food insecurity- A short-term and temporary condition of food insecurity.
A community suffers from transitory food insecurity when there is a sudden drop in the
ability to produce or access sufficient food (e.g. after a period of drought or as a result of
conflict).
 Seasonal food insecurity- A condition of food insecurity that reoccurs predictably,
following the cyclical pattern of seasons.
E-tivity 1.1
Numbering, pacing and 1.1
sequencing
Title Definition of concepts and link food security to Sustainable
Development Goals (SDGs) and the right to food
Purpose The purpose of this e-tivity is to enable you to
a) Explain the concepts as they are used in food and
nutrition security
b) Identify the Sustainable Development Goals
(SDGs) that are closely related to food and nutrition
security
c) Indicate which sections of the Kenyan constitution
have statements on food security
Brief summary of overall task 1. Read the following FAO publication and write down the
characteristics of different categories of food insecurity
http://www.fao.org/3/a-al936e.pdf
2. Open the followings links and identify the Sustainable
Development Goals (SDGs) that are closely related to
food and nutrition security and also indicate which
sections of the Kenyan constitution have statements on
food security
https://www.undp.org/content/dam/undp/library/corporate/
brochure/SDGs_Booklet_Web_En.pdf
https://www.wipo.int/edocs/lexdocs/laws/en/ke/ke019en.pdf

Spark

Individual task Discuss possible causes of the different categories of food

insecurity.

Interaction begins Identify some of the Counties in Kenya that experience different
types of food insecurity (you should explain the choices and give
a justification) Post your responses on the discussion forum
E-moderator interventions 1 Ensure that learners are focused on the contents and
context of discussion.
2 Stimulate further learning and generation of new ideas.
 3 Provide feedback on the learning progress.
4 Round-up the e-tivity
Schedule and time This task should take 2 hours
Next Discussion on determinants of food security

Determinants of Food Security

 Demographic factors: age, composition of the communities such as number of men,
women, children, youth, adults and the elderly. Others are house heads in the
communities, household sizes and marital status of the males and females in the
community.
 Socioeconomic factors: community livelihoods such as their occupations, incomes and
assets. Also the market structures such as the distance to the market place, the issues of
middlemen and the prices of food in the local markets. Ability to access credit to use in
productive activities.
 Social Cultural factors: customs, practices and beliefs. Some communities may have
taboos where certain foods are not consumed by the whole community or by certain
groups. These taboos may influence community’s food security. Some community’s
beliefs may also determine their livelihoods, that is, whether to rear livestock, produce
crops or practice mixed farming (both crops and livestock).
 Climatic / agro ecological factors: lack of rainfall which leads to crop failure and death
of livestock. Floods which can destroy crops in the field and in the stores, livestock can
drown, floods can disrupt road and transport systems, telecommunication, they can cut
off electricity and water supplies to the community. The community members can also be
displaced cutting them off from their livelihoods. Weather can influence the types of
pests and crop pathogens that can limit production of some crops or livestock. Soil types
determine what can be grown in specific areas.
 Governance factors: political instability where communities or sometimes clans would
have conflicts or wars because of political interference. Some practices e.g. cattle rustling
have both a cultural and legal perspective that undermines food security. People are
displaced and they are cut off from their livelihoods. There could also be destruction of
resources and assets exposing the communities to food insecurity. Another important
factor is to do with policies that affect food security (e.g. subsidy schemes), access to
resources (e.g. for youth and women), affirmative actions (e.g. financing youth and
women enterprises), land tenure systems (Land tenure systems influence how resources
are accessed by different gender and used for agricultural/ food production.
 Environmental factors: linked to water and sanitation SDG6 which aim is to: “Ensure
availability and sustainable management of water and sanitation for all." This affects the
utilization aspect of food security.
 Technological factors: access to technology that can increase food production, e.g.
irrigation, fertilizers, pest control products, better seed, better storage facilities, value
addition/ processing technologies and internet/mobile communication facilities for access
to information

1.3 Assessment Questions

1. TRUE or FALSE? Food security and nutrition security are synonymous………
 2. TRUE or FALSE? Post-Election Violence in Kenya caused transitory food
insecurity………
3. TRUE or FALSE? SDG6 which aim is to: “Ensure availability and sustainable
management of water and sanitation for all." This affects the utilization aspect of
food security………

1.4 References
1. UNDP(2015)https://www.undp.org/content/dam/undp/library/corporate/
brochure/SDGs_Booklet_Web_En.pdf
2. GoK (2010) Kenyan constitution
http://extwprlegs1.fao.org/docs/pdf/ken127322.pdf
3. Rainer Gross, Hans Schoeneberger, Hans Pfeifer, Hans-Joachim A. Pr (2000).
The Four Dimensions of Food and Nutrition Security: Definitions and Concepts
http://www.fao.org/elearning/course/fa/en/pdf/p-01_rg_concept.pdf

LESSON 2: DIMENSIONS OF FOOD AND NUTRITION SECURITY

2.1 Introduction
To be able to measure the food security situation, it is important to be familiar with the
dimensions of food security. As you explore the dimensions of food security, note the level at
which it is most applicable i.e., national level, household and individual level.

2.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:
 Identify the four key dimensions used to analyze people’s food security status
 Explain each of the four key dimensions
 Identify the indicators for each of the dimensions

Availability: is the physical existence of food. On national level, food availability is a

combination of domestic food production, commercial food imports and exports, food aid and
domestic food stocks. At the community level, food could be from own production or bought
from the local markets. Regarding food production, water is one of the most important resource
required to produce crops and livestock.
Access: is ensured when all households in the community have enough resources to obtain food
in sufficient quantity, quality and diversity for a nutritious diet. This depends mainly on the
amount of household resources and on prices. In addition, accessibility is also a question of the
physical infrastructure in the community (roads and markets), social cultural access (how food is
shared based on cultural beliefs) and the policy environment (cost of inputs such as fertilizers).
Use and Utilization: describes the socio-economic aspects of household/individual food and
nutrition security, determined by knowledge and habits. Assuming that nutritious food is
available and accessible, the household/individual has to decide what food to purchase and how
to prepare it as well as how to consume and allocate it within the household. Another aspect is
the biological utilization. This relates to the ability of the human body to take food and convert
it. This gained energy is very important when it comes to daily physical activities, for example
working in agriculture. Besides that, utilization requires a healthy physical environment and
adequate sanitary facilities as well as the understanding and awareness of proper health care,
food preparation and storage processes.
In this context safe drinking water plays an important role, especially for preparing food and
creating a healthy environment for the community. Safe drinking water is connected to
groundwater which is often contaminated through human, industrial or agricultural waste water
in combination with other factors. The SDG6 aims to: “Ensure availability and sustainable
management of water and sanitation for all." It is projected that an estimated 3.9 billion people or
over 40% of the world’s population will not access adequate water by the year 2050 (UNU,
2017). The following Figure 1: summarizes the Dimensions and indicators of food security

FOOD AND NUTRITION

SECURITY

1. FOOD
AVAILABILITY 3. FOOD UTILIZATION
2. FOOD ACCESS  Food preparation
 Food production  Intra-household (nutrition knowledge,
 Storage and distribution of food. cultural traditions)
processing of food  Income  Health care (child care,
 Transport and  Market. illness management)
distribution  Clean drinking water
 Food trade. (sanitation & hygiene

4. STABILITY
 Stability in food availability
 Natural &man-made disasters
 Accumulation of stocks
 Diversification
 Stability in food access
 Seasonal vs constant job
 Diversification
 Livelihood and coping strategies
 Safety nets
 Stability in food utilization.
 Constant access to health care, clean
drinking water and sanitation
Figure 1: Dimensions of food security
Source: http://www.fao.org/elearning/course/fa/en/pdf/p-01_rg_concept.pdf

Stability: Stability runs across the other three dimensions. It is ensured when the supply of food,
income and economic resources at the individual, household and national/community level
remains constant during the year and in the long-term. Furthermore, it is important to minimize
external risks such as natural disasters due to climate change, price volatility, conflicts or
epidemics through activities that will improve the resilience of households. Such measure
include; insurance, for example against drought and crop failure as well as the protection of the
environment and the sustainable use of natural resources such as land, soil and water. Case
study1: indicate the factors that impact on the three dimensions of food security:

Case study1

Case study1
Turkana County has been in a state of food insecurity for more than six months. The few
crops produced have failed and livestock died because of the prolonged drought. The
community is left with nothing to sell. Turkana is miles and miles away from the Capital
City Nairobi and the roads are not in good condition.
Around one third of the population have no access to safe drinking water, nearly half
have no access to latrines, while access to health facilities is very poor. The adult diet is
monotonous and is based mainly on cereals including millet and sorghum.
Based on the case study, indicate the factors that impact on the three dimensions of
food security:
-Availability
-Accessibility
-Utilization

E-tivity 2.1
Numbering, pacing and 2.1
sequencing
 Title Dimensions of food security
Purpose The purpose of this e-tivity is to enable you to
1. Explain each of the four key dimensions

Brief summary of overall task Read the following FAO publication and write down the levels
of food security assessment where each of the dimensions fits
best
http://www.fao.org/elearning/course/fa/en/pdf/p-
01_rg_concept.pdf
Spark

Individual task Discuss possible measures of the four key dimensions

Interaction begins Discuss possible sustainable measures of the four key

dimensions. Post your responses on the discussion forum

E-moderator interventions 1 Ensure that learners are focused on the contents and
context of discussion.
2 Stimulate further learning and generation of new ideas.
3 Provide feedback on the learning progress.
4 Round-up the e-tivity
Schedule and time This task should take 2 hours
Next Vulnerability and food security

2.3Assessment Questions

1. Which of the following is NOT a measure of food availability as a dimension of food

security?
a) Crops produced have failed
b) Livestock died because of the prolonged drought
c) The community is left with nothing to sell
d) The adult diet is monotonous and is based mainly on cereals
2. TRUE or FALSE? Stability runs across the other three dimensions of food
security………..
3. TRUE or FALSE? Intra-household distribution of food is a measure of food utilization-----------

2.4 References
1. http://www.fao.org/elearning/course/fa/en/pdf/p-01_rg_concept.pdf
2. FAO, (2020). WWW.fao.org/elearning/#/elc/en/coursecategories
 3. Rainer Gross, Hans Schoeneberger, Hans Pfeifer, Hans-Joachim A. Pr (2000). The Four
Dimensions of Food and Nutrition Security: Definitions and Concepts
http://www.fao.org/elearning/course/fa/en/pdf/p-01_rg_concept.pdf

4. http://www.fao.org/fileadmin/user_upload/food-security-capacity-building/docs/
Nutrition/NairobiWorkshop/5.WFP_IndicatorsFSandNutIntegration.pdf

LESSON 3: VULNERABILITY AND FOOD SECURITY

3.1 Introduction
It is important to understand how vulnerability to food insecurity is related to livelihood issues
and poverty. This lesson covers the concept of vulnerability, livelihood, poverty and how the
three are linked. It also addresses the reduction of exposure to hazards in the community so as to
maintain community food security. But before we do that, it is important to identify groups of
individuals in the community that are vulnerable to food security.

3.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:
 Explain the concept of vulnerability and how it is intertwined with livelihood and poverty
 Identify the components of vulnerability to food insecurity in the community
 Suggest ways of reducing exposure to hazards of food insecurity

Groups of individuals vulnerable to food insecurity

1. Children under five are vulnerable as their nutrient requirements are high to support
growth and development. They are also vulnerable to diseases and infections that
increases the nutrient needs. This is aggravated by the fact that they do not make food
decisions and cannot feed themselves.

2. Lactating and pregnant mothers are physiologically compromised with high

nutritional requirements and the work output to generate food is low.

3. Elderly and chronically ill have low productivity and the condition calls for
dependency on other people services including getting food and even consuming it. In
some cases resources are diverted to medical bills.

4. Marginalized people are families in low potential area and food production is low,
food delivery from other areas is a challenge and low food accessibility due to low
income.

5. Displaced populations are cut from their farms and businesses and thus are dependent
on others fully due to limited coping strategies.
E-tivity 3.1
 Numbering, pacing and 3.1
sequencing
Title Groups of individuals vulnerable to food insecurity

Purpose The purpose of this e-tivity is to enable you to

a) Acquire skills to identify groups of individuals
vulnerable to food insecurity
Brief summary of overall task Read the following WFP publication and write down the
characteristics of groups of individuals vulnerable to food
insecurity.
WFPhttps://documents.wfp.org/stellent/groups/public/
documents/communications/wfp252355.pdf

Spark

Individual task Select a County of your choice in Kenya and answer the
following: Who is food insecure or vulnerable? Why are they
food insecure or vulnerable? How many are they? Where do
they live? What should be done to save their lives and
livelihoods? How is the situation likely to evolve and what are
the risks threatening them?
Interaction begins Suggest ways of reducing exposure to hazards of food
insecurity. Post your suggestions on the discussion forum

E-moderator interventions 1 Ensure that learners are focused on the contents and
context of discussion.
2 Stimulate further learning and generation of new ideas.
3 Provide feedback on the learning progress.
4 Round-up the e-tivity
Schedule and time This task should take 2 hours
Next Vulnerability and Food Security

Vulnerability and Food Security

We shall define different concepts as we progress in the lesson. Let us define the term livelihood;
it is ‘a means of making a living’, the various activities and resources that allow people to live.
“Livelihood comprises the capabilities, assets (including both material and social) and activities
required for a means of living (Chambers and Conway, 1992).

When is a livelihood termed as sustainable? A livelihood is sustainable when it can cope with,
and recover from stress and shocks (drought, flood, war, etc.), maintain or enhance its
capabilities and assets, while not undermining the natural resource base”. In simple terms a
livelihood is sustainable if it can run from generation to generation.
Livelihoods can be understood better by considering the following components:
 Vulnerability context
 Livelihood resources or assets
 Policies, institutions and processes
 Livelihood strategies
 Livelihood outcomes or goals

What is vulnerability? A risk or susceptibility to sudden loss of income or access to food

leading to food crisis without compensatory interventions
Vulnerability to food insecurity refer to conditions that increase the susceptibility of a
household to the impact on food security in case of a shock. Vulnerability is a function of how a
household’s or community’s livelihood would be affected by a specific hazard and how it would
manage to cope with this impact.
Vulnerability context: refers to the external environment in which the communities live and
how it affects their food security.
Poverty: -all forms of deprivation e.g. incomes, health, human capabilities, food and education,
rights

NOTE:
1. Vulnerability = Exposure to risk + Inability to cope
2. Vulnerability is not poverty, but poverty makes
individuals/households/community more vulnerable to food insecurity

Components of vulnerability
They are three: trends, shocks and seasonality.
Examples of each:
Trends
Economic trends, Population trends, Technology trends, Political system trends and
Resource trends
Shocks
Shocks include unexpected occurrences such as illness, death, civil conflicts, pest outbreaks,
market collapse, and adverse weather conditions. An illness in the family can deprive a family of
an important source of income and can force them to sell important assets that they have built up.
Seasonality
Seasonality is about changes in prices and production cycles. Seasonal shifts in prices of the
essential commodities, seasonality in food production and employment opportunities influence
the food security of communities.
 Livelihood resources or assets
The idea of assets is central to the sustainable livelihoods approach. Five types of assets or
capital are needed in order to make a living. These are the following:
Human capital: skills, knowledge, the ability to work and good health. Good health is not
simply a means to earning a livelihood; it is of course an end in itself.
Social capital: the social resources that people draw on to make a living, such as relationships
with either more powerful people (vertical connections) or with others like themselves
(horizontal connections), or membership of groups or organizations.
Natural capital: the natural resource stocks that people can draw on for their livelihoods,
including land, forests, water and air.
Physical capital: the basic infrastructure that people need to make a living and the tools and
equipment that they use.
Financial capital: savings, in whichever form, access to financial services and regular inflows
of money.
The more assets any household has access to, the less vulnerable they will be to negative effects
of the trends and shocks, or to seasonality, and the more sustainable their livelihood will be.
 Policies, institutions, structures and processes
Policies (agricultural, land tenure or land use) can be instrumental in increasing or reducing
vulnerability to disasters
Institutions include civic, political and economic agencies. Community’s protection and welfare
depend on:
-Accountable political systems, Rule of law, Functioning judicial systems and Provision of
public services.
Processes determine the way institutions and people operate and interact. They can include:
-Changes in the economy, Employment patterns, Markets, Culture, and long-term processes of
social, economic and political marginalisation
 Livelihood strategies
-Natural resource-based activities (e.g. cultivation, livestock-keeping, weaving, collection and
gathering)
-Non-natural resource-based activities (e.g. trade, services, remittances)
 Livelihood outcomes or goals
Economic -Food and income security, that is, the ability to acquire sufficient food and income to
meet basic needs
Biological- Mortality and malnutrition rates or levels are biological measures of livelihood
outcome
Social- Dignity is clearly a social measure
In the next lesson we shall discuss strategies to improve and enhance livelihoods outcomes in the
community using sustainable livelihood frameworks.

3.3 Assessment Questions

1. TRUE or FALSE? Vulnerability = Exposure to risk + ability to cope……….
2. TRUE or FALSE? Vulnerability is not poverty, but poverty makes
individuals/households/community more vulnerable to food insecurity…………
3. Human capital include the following except?
a) Skills
b) Knowledge
c) Money
d) Ability to work

3.4 References
1. Chambers and Conway, (1992). Sustainable rural livelihoods: practical concepts for the
21st century https://publications.iwmi.org/pdf/H_32821.pdf
2. FAO, (2008) Socio-Economic & Livelihood Analysis in Investment Planning
http://www.fao.org/docs/up/easypol/581/3-7-social%20analysis%20session_167en.pdf
3. UNDP, (2017) Application of the Sustainable Livelihoods Framework in Development
Projectshttps://www.undp.org/content/dam/rblac/docs/Research%20and
%20Publications/Poverty%20Reduction/UNDP_RBLAC_Livelihoods%20Guidance
%20Note_EN-210July2017.pdf

LESSON 4: LIVELIHOOD STRATEGIES AND FOOD SECURITY OUTCOMES

4.1 Introduction
As mentioned earlier, a livelihood is a means of making a living; the means by which households
obtain and maintain access to the resources necessary to ensure their immediate and long-term
survival. Livelihood assets encompass what people have which can be human, social, natural,
physical and financial resources. Livelihood strategies involve the activities of increasing the
capabilities or range of assets that people can have access to improve their immediate and long-
term survival.
A livelihood is considered sustainable when the capabilities, assets and activities required for a
means of living can be maintained or enhanced over time and cope and recover from stress and
shocks.
Livelihood strategies are a combination of activities and choices that people normally make in
stable and peaceful times in order to achieve their livelihood goals such as adequate food
provision etc. The livelihood strategies can either be natural resource-based activities i.e.
cultivation, weaving etc.; or non-natural resource-based activities i.e. trade, services etc.
Livelihood outcomes or goals are what household members achieve through their livelihood
strategies. They can be categorized into economic (e.g. income to meet basic needs), biological
(measure of malnutrition and mortality) and social (dignity, status and self-worth).

4.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:
 Explain the concept of sustainable livelihood.
 Identify ways /strategies to improve and enhance livelihoods in the community
 Identify potential shocks and stresses that threaten community livelihoods.
  Identify various strategies to ensure sustainability of livelihoods amidst various stress and
shocks.
 Acquire skills for developing sustainable livelihood frameworks based on examples of
community livelihoods
THE DFID’S SUSTAINABLE LIVELIHOOD FRAMEWORK
The framework explains a household’s method of survival and illustrates the impact and
influence of policies and institutions as well as the vulnerability contexts on the individual. It has
significant benefit of illustrating the complexity of the notions of poverty and exclusion,
avoiding analysis that are too microscopic and based on stereotypes. The following Figure 2
represents the components of a sustainable livelihood:

Figure 2: The sustainable livelihoods framework. Source: DFID (1999)

Source:https://www.undp.org/content/dam/rblac/docs/Research%20and%20Publications/
Poverty%20Reduction/UNDP_RBLAC_Livelihoods%20Guidance%20Note_EN-
210July2017.pdf
E-tivity 4.1
Numbering, pacing and 4.1
sequencing
Title Developing a sustainable livelihood framework based on
examples of community livelihoods
Purpose The purpose of this e-tivity is to enable you to:
a) Acquire skills for developing sustainable livelihood
framework based on examples of community
livelihoods
Brief summary of overall task 1. Refer to the DFID Framework for this activity and
identify a community and its livelihoods e.g. livestock
keeping, subsistence farming, cash crop farming etc. and
using that, draw a comprehensive sustainable livelihood
framework consisting of clear and realistic entries for each
category of livelihood.

Spark

Individual task List livelihood activities in your community

Interaction begins Post those livelihood activities on the discussion forum

E-moderator interventions 1 Ensure that learners are focused on the contents and
context of discussion.
2 Stimulate further learning and generation of new ideas.
3 Provide feedback on the learning progress.
4 Round-up the e-tivity
Schedule and time This task should take 2 hours
Next Strategies to ensure livelihood sustainability

Strategies to ensure livelihood sustainability

 1. Good Agricultural Practices (GAP)
To address environmental, economic and social sustainability for on-farm processes which
results in safe and quality food and non-food agricultural products, Good Agricultural Practices
should always be implemented. Some of these practices include:
 Maintain and increase farm productivity and profitability while ensuring the provision of
food on a sustainable basis.
 Reduce negative externalities, e.g. use of synthetic pesticides, inorganic fertilizers and
gradually lead to positive ones (e.g. use of organic manures, biological pest control
methods, etc.).
 Rebuild ecological resources (i.e. soil, water, air and biodiversity ‘natural capital’ assets)
by reducing pollution and using resources more efficiently.
2. Engagement and empowerment of youths
There is an increasing demand for food due to the growing population, urbanization and
rising household income. Therefore, in order to increase global food production by 60% by
2050, the agricultural sectors need to promote gender equality and harness the untapped
productivity potential of rural women as well as rejuvenate and engage the youths (investing
in decent employment for them). The youths can be engaged and empowered by:
 Advancing their access to productive land, natural resources, inputs, productive tools,
extension advisory and financial services, education, training, markets, information
and inclusion in decision making.
 Provide appropriate training, education, and mentorship programs for the youths to
increase their capacity and/or access to decent work and entrepreneurship
opportunities and foster their contribution to local development
 Promoting development and access to innovation and new technologies combined
with traditional knowledge, to attract and enable youth to be drivers of improvement
in agriculture and food systems.

3. Securing land rights, including land demarcation, land titling and protection from
displacement and encroachment is therefore essential to ensure sustainable development
and livelihoods.
Many people lack land rights while other indigenous people continue to experience
displacement and dispossessions from their land often due to large scale development an
extractive sector projects undertaken without free, prior and informed consent.

4. Income Generating Activities (IGAs)-these are economic activities that an individual or

group can carry out to draw income. An IGA can be akin to a real job or a prelude to one.
4.3 Assessment Questions
1. The following are strategies to ensure livelihood sustainability except?
a) Income Generating Activities (IGAs)
b) Securing land rights
c) Overstocking
d) Engagement and empowerment of youths

2. TRUE or FALSE? Sustained livelihoods lead to improved food security outcomes…….

3. TRUE or FALSE? Private sector plays no role in enhancement of food security………

4.4 References
1. Chambers and Conway, (1992). Sustainable rural livelihoods: practical concepts for
the 21st century https://publications.iwmi.org/pdf/H_32821.pdf
2. UNDP, (2017) Application of the Sustainable Livelihoods Framework in
Development Projects https://www.undp.org/content/dam/rblac/docs/Research
%20and%20Publications/Poverty%20Reduction/UNDP_RBLAC_Livelihoods
%20Guidance%20Note_EN-210July2017.pdf
3. UNDP(2015)https://www.undp.org/content/dam/undp/library/corporate/brochure/
SDGs_Booklet_Web_En.pdf

LESSON 5: LIVELIHOOD ANALYSIS/TOOLS FOR ENHANCEMENT OF FOOD

SECURITY

5.1 Introduction
Livelihood analysis is used for preparation of an efficient, practical and feasible action plan for
uplifting food security status or wellbeing of various sections of the society. This is essential
when planning interventions to benefit the most deserving community members to achieve the
desired change in the community in terms of food security. The livelihood analysis is conducted
within the Sustainable Livelihoods framework of human, social, natural, financial and physical
capital.

5.2 Expected Learning Outcomes

By the end of this lesson, you will be able to:
 Conduct livelihood analysis in the community to enhance food security
 Describe the various stages and methods of livelihood analysis
 Explain the various tools used for livelihood assessment with a view of enhancing food
security
 Describe the phases of a detailed livelihood assessment
Livelihood analysis refers to finding out the degree to which the pattern of life differs from one
social class to another in terms of family size, size of land holding, annual sources of income,
food habits, expenditure patterns etc. Livelihood analysis diagrams are used to help interpret the
behaviour, decisions and coping strategies of households with different socio-economic
characteristics.
The livelihood analysis is conducted within the Sustainable Livelihoods framework of human,
social, natural, financial and physical capital as developed by the Department of International
Development (DFID). These types of capital are analyzed in the context of vulnerability,
livelihood assets, transforming structures and processes that lead to livelihood strategies for
desired or expected livelihood outcomes.
A livelihood assessment seeks to answer various questions including:
1. Finding out not just what people do, but why they do it. Understanding people’s
motivations and incentives is critical if they are to be engaged in conservation efforts.
2. Finding out what it is that enables people to do certain things relatively easily, but makes
other things very difficult for them to start up or engage in.
3. Finding out what are the factors in the policy environment – which includes policy
institutions of all kinds and levels – that help people versus those that hinder or block
people’s options and opportunities.

NOTE:
Livelihood analysis is conducted within the Sustainable Livelihoods framework of human,
social, natural, financial and physical capital.

Livelihood Assessments: Types and Phases

1. Rapid assessments
It is a type of investigation designed to be implemented within a short time, with the aim of
obtaining a fast and clear vision of a specific context in a specific moment. It relies primarily on
qualitative methods in order to determine the needs of the population affected by a food security
challenge.
Rapid assessments are carried out in order to gather basic contextual information and identify
risks faced by the population. This type of assessment, sometimes referred to as an exploratory
mission, is carried out in two steps:
1) The rapid appraisal, which is primarily desk-based and involves gathering information on the
scale and severity of the challenge/issues (1-3 days); and
2) The rapid assessment itself, which involves fieldwork in the affected area (10-15 days)
The typical objectives of a rapid assessment are:
 To learn about the general and specific situation of an area or context.
  To appraise the food security situation of the target area.
 To estimate the size or magnitude of the issue.
 To identify the population affected or under risk (kind of population, number,
characteristics).
 To define vulnerability criteria that will allow these groups to be distinguished during the
course of an intervention.
 To evaluate the local response capacity to face the situation
 To obtain reliable information whose analysis will contribute to the definition of
appropriate responses to the situation
WHEN:
 Initial situations/quick developing situations: Natural catastrophes, mass movement of
people, non-perceived situations/contexts that suddenly become perceptible.
 Initial situations/slow developing situations: Drought, food crisis, starvation, war.
Contexts where, for several reasons, a fast appraisal of the situation is needed.
 Chronic crisis situations: Sudden shock or deterioration in conditions.
 Special situations: Contexts with restricted access to the field or to people, for short
periods of time (days/hours) for several reasons. Newly accessible areas previously
inaccessible due to insecurity, weather conditions or other logistical constraints.
Tools used: Tools used for data collection are qualitative: secondary data review, semi-structured
interviews with key informants, focus group discussions and observation. Market appraisal is
also often included. Sampling is purposive.

2. Comprehensive livelihood assessments

It’s an in-depth analysis of the food security and livelihoods situation in a given area that is
conducted to support longer term programming decisions. It uses both qualitative and
quantitative methods to comprehensively investigate the factors underpinning food security,
analyze livelihood groups and assets, examine vulnerability and credibly orient program
strategies for livelihood support over the mid to long term
The typical objectives of a comprehensive livelihood assessment are:
 To conduct an in-depth analysis into the causes of food insecurity.
 To carry out a vulnerability analysis that includes the identification of seasonal and
longer term risks linked to the environment and the creation of a vulnerability profile.
 To engage local stakeholders on the identification of local vulnerabilities, capacities and
priorities.
 To identify appropriate interventions and associated target groups that will address food
insecurity and support livelihoods in the longer term.

E-tivity 5.1
 Numbering, pacing and 5.1
sequencing
Title Tools and phases used in livelihood assessment to
enhance food security
Purpose The purpose of this e-tivity is to enable explain the
phases of a livelihood assessment
Brief summary of overall task Watch videos on the following link which will help you
explain the phases of a livelihood assessment:

Livelihood analysis https://youtu.be/0Ias-zvP6rs

Spark

Individual task 1. Identify the different assets/capitals from which you

can derive common livelihood strategies in the urban
and rural communities
Interaction begins Post those assets/capitals on the discussion forum

E-moderator interventions 1 Ensure that learners are focused on the contents and
context of discussion.
2 Stimulate further learning and generation of new ideas.
3 Provide feedback on the learning progress.
4 Round-up the e-tivity

Schedule and time This task should take two hours

Next Policies related to food and nutrition security

5.3 Assessment questions

1. The typical objectives of a comprehensive livelihood assessment include the following
except?
a) To conduct an in-depth analysis into the causes of food insecurity.
b) To carry out a vulnerability analysis that includes the identification of seasonal and
longer term risks linked to the environment and the creation of a vulnerability profile.
 c) To engage local political leaders on the identification of local vulnerabilities, capacities
and priorities.
d) To identify appropriate interventions and associated target groups that will address food
insecurity and support livelihoods in the longer term.

2. Tools used for data collection for livelihood assessment are qualitative and they include the
following except?
a) Semi-structured interviews with key informants
b) Primary data review
c) Focus group discussions
d) Observation
3. TRUE or FALSE? Livelihood analysis is conducted within the Sustainable Livelihoods
framework of human, social, natural, financial and physical capital

5.4 References
1. FAO, (2008) Socio-Economic & Livelihood Analysis in Investment Planning
http://www.fao.org/docs/up/easypol/581/3-7-social%20analysis%20session_167en.pdf
2. UNDP, (2017) Application of the Sustainable Livelihoods Framework in Development
Projects
https://www.undp.org/content/dam/rblac/docs/Research%20and%20Publications/Poverty
%20Reduction/UNDP_RBLAC_Livelihoods%20Guidance%20Note_EN-
210July2017.pdf
3. UNDP (1999). Application of the Sustainable Livelihoods Framework in Development
Projects https://www.undp.org/content/dam/rblac/docs/Research%20and
%20Publications/Poverty%20Reduction/UNDP_RBLAC_Livelihoods%20Guidance
%20Note_EN-210July2017.pdf