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REPORT OF THE
ENACT (EDUCATION FOR EFFECTIVE
NUTRITION IN ACTION)
TUTOR BRIEFING WORKSHOP FOR
SOUTHERN AND EAST AFRICA
Professional Training in Nutrition Education NAIROBI, KENYA 29 JUNE – 3 JULY 2015
Organized by the Food and Agriculture Organization of the United Nations, with support from
the German Federal Ministry of Food and Agriculture (BMEL)
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The designations employed and the presentation of material in this information
product do not imply the expression of any opinion whatsoever on the part of
the Food and Agriculture Organization of the United Nations (FAO)
concerning the legal or development status of any country, territory, city or
area or of its authorities, or concerning the delimitation of its frontiers or
boundaries. The mention of specific companies or products of manufacturers,
whether or not these have been patented, does not imply that these have been
endorsed or recommended by FAO in preference to others of a similar nature
that are not mentioned.
Photo credits: FAO/Jane Sherman; pictures taken by workshop participants.
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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Report of the ENACT (EDUCATION FOR EFFECTIVE NUTRITION IN ACTION) TUTOR BRIEFING
WORKSHOP FOR SOUTHERN AND EAST AFRICA - Nairobi, Kenya 29 June-03 July 2015
Nutrition Education and Consumer Awareness Group
Nutrition Division (ESN)
Food and Agriculture Organization of the United Nations
Rome, September 2015
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FOREWORD
The workshop to introduce potential new tutors to the ENACT module on Professional Training
in Nutrition Education was organized by the Food and Agriculture Organization of the United
Nations (FAO) in collaboration with FAO Kenya and with support from the German Federal
Ministry of Food and Agriculture (BMEL). It was held in Nairobi, Kenya from 29 June – 3 July
2015. The workshop was facilitated by two ENACT piloting tutors from Kenyatta University.
The purpose of the workshop was to introduce new universities to the ENACT course,
familiarize them with using the ENACT materials, and provide guidance on the implementation
of the course module.
The workshop was attended by a total of 21 participants from universities and institutions
which teach nutrition and nutrition education at undergraduate level: ten participants
represented nine Kenyan universities, ten came from nine universities in six other southern
African countries (Zimbabwe, Zambia, South Africa, Rwanda, Mozambique and Malawi), and
one from UNICEF Kenya. The two facilitators were ENACT tutors from Kenyatta University.
Hence 20 universities and institutions were represented.
The first day was attended by additional invited guests from the Ministry of Health, the Kenya
Nutrition and Dietetics Institute, UNICEF, WFP, IPC, ACF, UNISA and FAO Kenya.
This report contains the proceedings and the outcomes of the workshop.
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ACKNOWLEDGMENTS
The Nutrition Education and Consumer Awareness Group would like to extend the warmest
gratitude to all the participants in the ENACT workshop for Southern and East Africa for their
enthusiastic participation; to the German Federal Ministry of Food and Agriculture (BMEL) for
providing the funds to hold the workshop and make the project possible; and to FAO Kenya for
the support given in the preparation of the meeting. We are grateful to piloting tutors from
Kenyatta University for their expert facilitation and for coordinating the contributions of their
ex-students.
Contact information:
Ms Ellen Muehlhoff
Senior Officer
Nutrition Education and Consumer Awareness Group
Nutrition Division (ESN)
Food and Agriculture Organization of the United Nations
Viale delle Terme di Caracalla, 00153 Rome, Italy
Tel. 0039 06 5705 4113
Email: Ellen.Muehlhoff@fao.org
http://www.fao.org/ag/humannutrition/nutritioneducation/en/
CONTENTS INTRODUCTION AND BACKGROUND TO ENACT ......................................................................... 1
TUTOR BRIEFING WORKSHOP FOR SOUTHERN AND EAST AFRICA .................................... 2
OBJECTIVES ........................................................................................................................................................ 2
EXPECTED OUTCOMES .................................................................................................................................. 3
PARTICIPANTS .................................................................................................................................................. 3
WORKSHOP PROCESS .................................................................................................................................... 3
OPENING.............................................................................................................................................................. 4
WORKSHOP SESSIONS ................................................................................................................................... 5
EVALUATION OF THE WORKSHOP ......................................................................................................... 18
MAIN OUTCOMES ........................................................................................................................................... 19
CONCLUSIONS ................................................................................................................................................. 20
ANNEX 1. PARTICIPANTS, FACILITATORS & HELPERS .................................................................. 21
ANNEX 2. GUESTS PRESENT FOR THE FIRST MORNING ................................................................ 23
ANNEX 3. STUDENTS PARTICIPATING IN THE WORKSHOP ......................................................... 24
ANNEX 4. PROGRAM ..................................................................................................................................... 25
ANNEX 5. OPENING SPEECHES ................................................................................................................. 28
ANNEX 6. SUMMARY OF FEEDBACK ON NATIONAL NE POLICY ................................................. 32
ANNEX 7. PLANS FOR USING THE ENACT MODULE ........................................................................ 34
ANNEX 8. WORKSHOP EVALUATION .................................................................................................... 39
ACRONYMS
ANEC African Nutrition Epidemiology Conference
BMEL German Federal Ministry of Food and Agriculture
CPD Continuing professional development
ENACT Education for Effective Nutrition in Action
FAO Food and Agriculture Organization of the United Nations
ICN2 Second International Conference on Nutrition
IEC Information, Education, Communication
KNDI Kenya Nutrition and Dietetics Institute
M&E Monitoring and evaluation
NDU Nutrition and Dietetics Unit
NE Nutrition Education
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INTRODUCTION AND BACKGROUND TO ENACT1
In spite of great progress, undernutrition is still rife in southern Africa: young children, mothers
and adolescent girls are not getting the foods they need to grow and develop properly or to
bear healthy children. At the same time overnutrition is accelerating, resulting in obesity, heart
disease and other non-communicable diseases. Diet is a key factor: some contributors to
malnutrition are thin starchy complementary foods for young children; lack of fruits, vegetables
and iron-rich foods; empty calories and junk foods.
Of course, people need access to healthy food. But that is not enough. They also need to learn
what a healthy diet is, what nutrition-related problems their communities face, and how to
avoid them by eating a good range of locally available foods. Nutrition education and
communication is now recognized as an essential catalyst in the success of food and nutrition
security interventions.
Nutrition education involves helping people gain the knowledge, attitudes and skills needed to
improve their own diets and the diets of their families and communities. Thus, knowing how to
promote healthy diets and good dietary practices is an essential competency for nutritionists
and professionals in the health and food sectors. This requires training. Unfortunately,
professional training for effective nutrition education is almost non-existent in many parts of
the world.
As a direct response to the gap in relevant professional training in this field, revealed by a
needs assessment carried out in 2010 in Africa, FAO developed the ENACT undergraduate
course, which applies the best practices in nutrition education.
During the first half of 2012, principles and practices were defined, a module outline and
sample unit were prepared and six African universities were selected as partners for piloting. A
curriculum development workshop was held with partners and others in July 2012 in Aburi,
Ghana, to develop consensus on the contents and approach of the module. The ENACT module
was developed during 2012 and the first half of 2013. A piloting workshop was held in April
2013 in Kampala, Uganda, to prepare partners for the piloting of the materials. An additional
African partner then joined the project, with the result that over 100 students in seven African
universities based in Botswana, Ethiopia, Ghana, Kenya, Nigeria, Tanzania and Uganda
successfully piloted the ENACT module between June 2013 and April 2014.
A post-piloting workshop was held in Addis Ababa, Ethiopia in April 2014 where piloting
partners shared feedback on the ENACT module and provide recommendations for the final
1 NB Part of the text is the same or very similar in the current report and in the corresponding report for the Accra Tutor Briefing Workshop held from 01-05 June 2015 in Ghana, as the same programme and materials were used at both workshops.
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revision of units. The maintenance and extension of the ENACT network were identified as
priority actions for the remainder of the project.
In order to introduce ENACT to new universities, a half-day training/course orientation
workshop was tried out during the post-piloting workshop in Addis Ababa, Ethiopia. A revised
version of this was held as a pre-workshop event during the 6th African Nutrition Epidemiology
Conference (ANEC VI) in Accra in July 2014. Following expressions of interest and requests for
longer training, two regional workshops were planned, one for West Africa and the other for
East and Southern Africa, to be held in Ghana and Kenya respectively. The first longer workshop
was held in Accra, Ghana from 01-05 June 2015. This document reports on the second, held in
Nairobi from 29 June to 3 July 2015.
TUTOR BRIEFING WORKSHOP FOR SOUTHERN AND EAST AFRICA
OBJECTIVES
The main aims of the workshop were to introduce tutors to the ENACT course, familiarize them
with using the ENACT materials, and provide guidance on the implementation of the course
module.
DE TAILED O BJE CTI VES
To share our idea of nutrition education and how it works
To familiarize new tutors with the ENACT course outline and the structure of the course
To share piloting experiences and knowhow of piloting partners
To familiarize tutors with assessment principles and practices
To provide guidance on conducting tutorials
To familiarize tutors with using the ENACT materials and provide necessary guidance on how
the module should be implemented, by
o trying out a unit at home, then sharing the findings
o working through part of unit 1 together, and experiencing a tutorial
o trying out parts of a project unit (unit 6-9) in working groups
o observing students at work and during a tutorial
o assessing students’ course books (time permitting)
To discuss course organization and feasibility of student projects & outside activities
To collect tutor ideas for using the course and integrating ENACT into the university
curriculum
To collect suggestions for amending/adapting the course materials in order to integrate the
course.
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EXPECTED OUTCOMES
The main expected outcome was that universities would get to know the ENACT course and be
convinced to take up the ENACT module, for example by replacing existing nutrition education
courses with ENACT, introducing ENACT to fill curriculum gaps, or using ENACT as a short
course.
PARTICIPANTS
The workshop was attended by a total of 21 participants (ANNEX 1) from universities and
institutions which teach nutrition and nutrition education at undergraduate level in southern
Africa. In all, 20 universities and institutions were represented: ten Kenyan universities, nine
universities in six other southern African countries (Zimbabwe, Zambia, South Africa, Rwanda,
Mozambique and Malawi). There was one participant from UNICEF Kenya.
The first day was attended by additional invited guests from the Ministry of Health, the Kenya
Nutrition and Dietetics Institute (KNDI), UNICEF, WFP, IPC, ACF, UNISA and FAO Kenya (ANNEX
2). A number of students and ex-students from Kenyatta University (ANNEX 3) also attended
on the first two days.
WORKSHOP PROCESS
The workshop program (ANNEX 4) included a mix of activities such as presentations, plenary
sessions, group discussions and group work sessions, as interactive as possible to enable
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maximum participation. The highlight of the first morning’s event was the presentations by
three ex-ENACT students from Kenyatta University, who shared their ENACT experiences. Nine
final-year nutrition undergraduates from Kenyatta University were present on the second day
to take part and test one of the course units.
OPENING
Opening addresses: Professor Julia Ojiambo, Professor Judith Kimiywe, Mr Rob Allport
OPENIN G S TATE MEN TS FROM FAO AND KNDI
Professor Judith Kimiywe of Kenyatta University welcomed the participants and guests and
invited key stakeholders representing FAO, KNDI, UNICEF and the Kenyan Ministry of Health to
speak.
Robert Allport, Assistant FAO Representative in Kenya, welcomed the participants and
expressed his pleasure in hosting this event jointly with Kenyatta University. He noted that
malnutrition remained an urgent issue in Africa, but that focusing solely on increasing
agricultural production would not alone solve the problem of food insecurity. Food and
nutrition education are a vital catalyst in food and nutrition security interventions. However,
the education must be effective, resulting in real long-term dietary change, and capacity in such
education requires awareness and training. He hoped that the ENACT/ENAF professional
training for nutrition undergraduates would lead the way.
The Hon. Professor Julia Ojiambo, chairperson of the Kenya Nutrition and Dietetics Institute
(KNDI) started her opening address by recalling her long working relationship with FAO. She
outlined the development of the Kenyan model of academic training for nutrition education
and described the key role of the KNDI in providing for training, registering and licensing of
nutrition professionals through core curriculum and CPD guidelines and the accreditation of
course content. She expressed appreciation of the FAO ENACT course, which aimed to meet a
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demonstrated need for professional nutrition education in the region, and presented FAO with
a copy of the KNDI road map.
Grainne Moloney from UNICEF, and Gladys Mugambi, Head of the Nutrition and Dietetics Unit
(NDU) at the Kenyan Ministry of Health, recognized the achievements already made in Kenya
to reduce stunting and the need for more trained health workers, and hoped that ENACT
would make a real contribution to progress.
The full text of speeches by Robert Allport (FAO) and Prof Julia Ojiambo (KNDI) is given in
ANNEX 5.
WORKSHOP SESSIONS
DAY 1: PROMOTION SESSION AND TRYING OUT UNIT 1
SUMMARY The first part of Day 1 was dedicated to giving workshop guests and participants an
overall idea of ENACT, with tutors and piloting students from Kenyatta University sharing their
first-hand experiences of the course. This was followed by clarifications on what effective
nutrition education involves, and how and where it can act. After lunch, to get familiarity with
the ENACT materials, workshop participants took on the role of students to try out activities
from Unit 1 and then participated in the Unit 1 tutorial, still acting as students.
The workshop facilitators
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“Teaching by testimony: Using
someone who has practical
experience to explain what s/he
does in the field is really more
convincing than googling
theories. These students have
convinced me.” (Comment from a participant)
A) ENACT PRO MO TIO N S ESSION
TOPIC 1.1A ENACT IN A NUTSHELL Jane Sherman, FAO nutrition education consultant
The background to the ENACT course, its history and development were presented and the
content and approach of the course were described: independent learning, tutorials, “outside
activities”, project work and the role of the Facebook page. The ongoing work on ENAF, the
francophone version of the course, was mentioned.
TOPIC 1.1B PILOTING EXPERIENCES Professor Judith Kimiywe and ex-ENACT students
Professor Kimiywe presented the Kenyan experience of
piloting ENACT. Three ex-ENACT students from Kenyatta
University (see ANNEX 2) added impressive
presentations on their experiences of the course, the
outside activities and the project work, stressing in
particular the personal development they had
experienced in their professional actions and
interactions. Benhilda Wekwete from Zimbabwe
added her comments on the challenges of the piloting
experience.
Ex-students presenting their experiences of ENACT
TOPIC 1.2 NUTRITION EDUCATION: WHAT IS IT? DO WE NEED IT?
Dorcus Mbithe and Judith Kimiywe
The outstanding shared nutrition needs were presented, highlighting the essential role of
nutrition education in a range of sectors and settings. “Effective nutrition education” was
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“Politicians, you have to act on
malnutrition. If we die, we cannot
vote for you!” (Unit 1 presentations)
“We teach people to drive, why
don’t we teach them to eat?” (Quotation from Graziano da Silva recalled
from the opening address)
defined as a learning process, supported by environmental change, which results in long-term
changes in practices and attitudes: participants identified actions which fitted this concept.
To identify the areas with the greatest scope for this kind of nutrition education, the meeting
brainstormed determinants and influences on their own and others’ eating habits, and grouped
them on a chart showing biological, conditioned, socio-cultural and environmental influences.
Countries then described their own countries’ nutrition and nutrition education needs and
actions. This revealed a wide range of interventions from providing cows for poor households,
through dramatic activities and songs in training programs, to coordinated countrywide
messages for different social groups (farmers, journalists, faith-based etc.)
TOPIC 1.3 CAN ENACT FILL THIS GAP? This topic was not raised explicitly for lack of time but
had already been covered in discussion.
B) PARTI CI PAN TS TRY O UT UNI T 1
TOPICS 1.4, 1.5 and 1.6 TRYING OUT UNIT 1
Dorcus Mbithe and Judith Kimiywe
In the afternoon, participants took on the role of students to try out the first unit of the course.
Facilitators acted as tutors to introduce their
“students” to the Course Introduction and Unit 1. In
groups, participants worked independently
through the units (even ignoring tea-breaks!),
analysed case studies and collected data and
arguments in order to prepare a case in favour of nutrition education, notionally to be
addressed to a parliamentary commission. Discussion of the individual case studies brought out
a rich mix of causal factors and proposed solutions.
Part of the Unit 1 final tutorial was then enacted.
Each working group presented the case for nutrition,
some entering fiercely into the spirit of the
suggested advocacy to a parliamentary group. All
made the solid factual argument that outstanding
major nutrition issues indicated clear needs for nutrition education. Several
also noted that countries had much to learn from each other.
DAY 2: TRYING OUT UNIT 2 AND OBSERVING TUTORIAL WITH VISITING STU DENTS
SUMMARY Hands-on experience and observation were the first principles of the workshop. On
Day 2, nine third-year students from the Food, Nutrition and Dietetics degree course at
Kenyatta University, all new to ENACT, attended the workshop and tried out a reduced version
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“What about the 60% of children
who are not stunted? Some people
are already doing the right thing,
so learn from them and build on
what they already know.” (Prof Judith Kimiywe)
of Unit 2, which dealt with the essentials of good diet, and how to talk about them in language
that everyone could understand. Workshop participants tried out the same unit concurrently in
their own working groups and had the opportunity to observe the students. The day finished
with the Unit 2 final tutorial for students: two workshop participants volunteered to lead the
tutorial and the rest acted as observers.
OPENING The day began with rich and varied recalls inspired by the events and activities of the
day before. Kenyatta students and workshop participants presented themselves to each other.
TOPIC 2. 1 INTRODUCTION TO ENACT AND BRIEFING FOR UNIT 2 Judith Kimiywe
All participants, including the students, were introduced to the ENACT course with short
activities about personal aptitude for nutrition education and experiences of “food learning”,
which collected interesting reminiscences.
Students gave their initial ideas of nutrition education,
which ranged from giving information, through
changing attitudes, to empowering people to adopt
healthy lifestyles and Professor Kimiywe contributed
other important perspectives. The definition of
nutrition education adopted by the course was
discussed, highlighting the voluntary adoption of food practices and the importance of
environmental supports. For a broad overview, all viewed the course briefing (PP) and looked
through the course outline.
TOPICS 2.2 & 2.3 TRYING OUT UNIT 2 (selected self-study activities) Dorcus Mbithe
A cut-down version of Unit 2 was introduced, and both lecturers and students spent the rest of
the morning working through the activities independently.
Students and lecturers doing coursework
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“If I read something I may
forget it, but I will not forget
something I have done.”
(A student talking about hands-on
activities)
In the lunch hour the students undertook the Unit Two “outside activity”: interviewing an
“older lady” about how diet and food practices had changed over the last two decades. The
interviewees would in real life have been members of the public, selected by the students
themselves, but here they were perforce the older workshop participants.2
In the afternoon all finished the shortened Unit 2 and prepared for the tutorial. In the
students’ case this included preparing role-plays responding to questions about diet commonly
posed by the general public. NB Time pressure made it difficult to complete all the above
activities with comfort. Workshop participants had little time to observe students’ work and
students were pushed to prepare for and rehearse the interview fully as instructed in the unit,
leading to rather rushed extempore exchanges. Nevertheless some interviewers and
interviewees lived up to their parts magnificently and the answers gave good insights into
dietary change in the nutrition transition.
TOPIC 2.4 TUTORIAL FOR UNIT 2 Dorothy Nthani and Evelyn Mulanji, volunteer tutors
At the end of the day, two volunteer tutors, briefed by the facilitators and guided by the notes
in the Tutor’s Guide, carried out the Unit 2 tutorial.
Students had the chance to report on their interviews. Guided by “tutors”, all participants
reviewed and commented on the other unit activities carried out. They were struck by the
difficulty of rephrasing technical language demanded by some activities, and raised the
question of the advantages of using local languages. The food group activity led to discussion
about the optimal number of food groups, and how food groups can be useful in nutrition
education.
Finally, students performed three excellent role-plays featuring conversations about diet with
friends. These were greatly enjoyed by the audience and praised as realistic, well-shaped, well-
acted, lively and funny, with relevant issues and good advice.
DAY 3: TIPS FOR CONDUCTING TUTORIALS , ASSESSMENT PRINCIPLE S , TRYING OUT
UNITS 3, 4, 5 AND 10
SUMMARY Day 3 started off with reflections on the
previous day’s work and a presentation on guidelines
for conducting tutorials. Assessment principles were
discussed with reference to students’ completed
workbooks. Working groups then assembled to look at
their homework activity of reviewing Units 3, 4, 5, and
10, and to present each unit to the workshop. Findings on
2 One participant noted that this was convenience sampling, but very biased!
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nutrition education policy were shared in presentations. There was free time in the afternoon
for sightseeing or shopping.
OPENING Feedback on Day 2: The previous day’s volunteer tutors were warmly
congratulated: they said they had felt a lot of time pressure but had enjoyed the experience.
Course level was discussed: some felt that the practical activities were particularly needed at
undergraduate level, where there was often limited opportunity for field practice.
TOPIC 3.1 GUIDELINES FOR CONDUCTING TUTORIALS Dorcus Mbithe
A powerpoint developed by a Nigerian tutor, Charles Nkwoala, was presented. It gave advice
on handling tutorials, in particular, managing discussion and questions, dealing with different
kinds of group member and summarizing. It recommended making tutorials mandatory,
knowing the materials well, dividing large classes into groups and not falling back on lecturing.
In the following discussion, participants also mentioned structuring time for meetings and
consultations.
TOPIC 3.2 ASSESSMENT PRINCIPLES Dorcus Mbithe
The marking system and division of marks was explained, and it was pointed out that the
weighting for theoretical/practical could be adjusted to individual universities’ requirements.
Ways of reducing the marking burden with large classes were discussed, e.g. multiple tutors,
assistants for marking, reducing the number of assessed activities, doing spot checks.
Experienced tutors pointed out that marking for each unit starts slowly but speeds up. The
danger of subjective marking of “opinion questions” was mentioned.
TOPICS 3.3 and 3.4 GROUPWORK ON UNITS 3, 4, 5 AND 10
These units had been given as a pre-workshop task, together with the Introduction for Tutors.
Groups who had studied a given unit came together to compare notes and prepare a
presentation. Units 3, 4 and 5 dealt respectively with nutrition education activities on the
ground in the various sectors; how good eating is learnt; and how “nutrition education” is
typically done. Since groups were working separately, some confusion emerged about the
content to be covered by
each unit and their relation
to the second half of the
course. (The sequence and
coverage of units 1 to 5 was
clarified the following
morning, to general relief.)
Unit 10, a stand-alone unit,
did not have this problem.
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“Nutrition education is in the glasses
worn by the mother (of Mwende): she
could not see that she had mangoes in
her garden and that her child was
suffering from Vitamin A deficiency.”
Benhilda Wekwete
(A student talking about hands-on
activities)
Unit 3, Nutrition education actions, deals with the nutrition education “landscape”, that is,
existing activities on the ground. The group’s presentation identified the four main sectors
covered and decided that the area of greatest need was IYCF because of the dangers for young
children during the critical 1000 days. For the “outside activity” they chose an interview with a
young mother about the information and advice she had received from the health services.
They added that such an interview would normally be part of the whole process (situation
analysis, setting objectives, implementation, M&E etc), which should all be covered in the
course.
Unit 4, How good eating is learnt, aims to present the
learning process in outline and enable students to
identify its elements in real-life situations. The group
presented the objectives, the guiding questions, the
outline of the section and the elements of the learning
process, which they linked to learning about
breastfeeding. They also described the outside activity,
which consisted of making and documenting a small dietary
change for oneself. The group found the unit well written but rather lengthy for a
10-hour university module,3 probably necessitating some selection of activities.
Unit 5, How nutrition education is done, demonstrates three nutrition education approaches
for appraisal in terms of engagement, communication, long-term impact and cost. The
presenting group showed the objectives, guiding questions, the unit outline and the outside
activity (recruitment for the forthcoming project), and described the three main approaches
explored in the unit and the assumptions they are based on. They found the unit clear and well
presented, with some exceptions.4
3 Note from ENACT team. 10 hours for one unit is possible. Some universities have found two extra study hours for students by cutting the first tutorial. 4 The difficulties were not elaborated. It may be that the connection was not made between sections 4.1-2 and the materials in the unit resources which followed them up (?).
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Some of the group presenters
Unit 10, The wider picture, deals with environmental action, both institutional and social, to
support nutrition education and facilitate healthy eating. A multi-presentation with several
speakers started with an overview of the unit, the guiding questions and objectives. Speakers
listed the barriers and obstacles to healthy eating and showed what both governments and
social action could do, illustrated with a diagram of the Social-Ecological Model, and the roles a
nutrition educator could play. For the outside activity the group selected the option of studying
canteen food, but noted that the given task required considerable communication skills.5 They
thought the level and content acceptable, but the activities rather numerous.
3.5 NUTRITION EDUCATION IN COUNTRY POLICIES
Participants contributed relevant policy documents from all the countries represented, in both
hard and soft copy. Several individuals also completed a questionnaire on nutrition education
policy and each country made a presentation. The information and impressions collected are
summarized in ANNEX 6.
5 The necessary communication skills are all presented in the course and practised in the other outside activities. There are also some elements of self-evaluation.
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With a few exceptions participants did not see much explicit emphasis on nutrition education in
country policies, least of all in agriculture and food security policy documents. Nutrition
education received most attention in IYCF and maternal health, especially within the SUN
framework. Supplementary nutrition education was mentioned in relation to strategies for
reducing micronutrient deficiencies and food fortification. It was not clear how far school
feeding schemes and school health actions involved nutrition education components, but one
country mentioned new school nutrition education materials. The nutrition education
approaches adopted were largely IEC and awareness-raising, although one country had an
extensive nutrition messaging strategy. No mention of nutrition education capacity building
was found, apart from general capacity building in the services. Suggestions from participants
for improving national policy related to (a) focusing on specific target groups, (b) changing the
educational approach and(c) getting policy support for capacity development. All those who
returned the questionnaire were interested in joining a working group on national nutrition
education policy.
DAY 4: GETTING TO KNOW THE PROJECT UNITS ; SHARING PLANS FOR INTEGRATIN G
THE COURSE
SUMMARY Day 4 started with a retrospective on the course units previously studied, and a
follow-up discussion on national NE policy. These were followed by a presentation of course
formats and course integration possibilities, to inform participants’ plans for use of the ENACT
course, which were to be presented by them the following day. The rest of the day was given
to getting to know the later project units. Working groups tried out selected activities from
Units 6 to 9 and shared their findings in plenary.
OPENING
There was a brief retrospective on Units 1 to 5 to clarify the sequence and roles of these units
in the course, and what students are called on to do, understand, observe and experience in
each unit.
Policy information The purpose of the previous day’s presentations on national NE policies
was discussed. It was noted that the ICN2 framework for action (2015), endorsed by most
governments, recommends nutrition education and related capacity building in all relevant
sectors. Participants emphasized that in national policy, nutrition education needs were
generally under-represented, ill-defined and limited to one or two sectors. It was important
therefore to establish clearly what was wanted and needed, work through professional bodies
and find the right forums for discussion. In this light it would be useful to build and analyse a
small archive of national policy documents with a view to producing a checklist of desirable NE
policy elements to serve as the basis for discussion and advocacy. This might be a task for an
informal network of nutrition educators.
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Course integration possibilities (TOPIC 4.4) Jane Sherman and Dorcus Mbithe
In advance of participants’ plans for integration of ENACT, some models of use were presented,
together with a suggested certificate of successful course completion. The forms of the face-to-
face course were described – electronic/hard copy, colour/B&W and the forthcoming e-
learning version. Cut-down workbooks to be used with library copies to reduce costs were
circulated and discussed. As regards maintaining contact and dialogue in future, all
participants expressed an interest in joining an English-language NE network; an established
Spanish-language network of nutrition educators for South America (the RED ICEAN) was
presented as a possible model. Several publications about ENACT that could be used for
promotion and advocacy were also displayed.
4.1 & 4.2 TRYING OUT UNITS 6-9, WITH SELECTED ACTIVITIES
The workshop divided into
groups to study Units 6-9 (one
unit per group), with
instructions to look through
all the unit documents and
discuss the guiding questions
and objectives, the process
and the project for the unit
and then try out two or three
key activities. This lengthy
process continued after lunch
with the preparation of a report on each unit. Group discussion
There was again some confusion about the relationship of the units to each other and of the
project activities to each unit, partly because participants did not have enough time to see the
relationship of the whole to all the parts. The sequence of project sessions was clarified
somewhat by sending “ambassadors” from group to group to explain what was done in each
project session.
4.3 PRESENTATIONS BY WORKING GROUPS OF UNITS 6-9
After reviewing the units, groups presented their findings.
Unit 6, Analysing the situation, explores the importance of situation analysis, its aims, its main
elements and the appropriate questions to ask. The group presented the guiding questions and
objectives and reported on their work on Activities 8 -10. They applied the instructions about
the students’ own project to the Boys Club case study, and designed their own intervention.
They concluded that the material was appropriate for undergraduate study.
Unit 7, Objectives, messages and motivations, deals mainly with the formulation of valid and
workable objectives and messages. The group presented the objectives and guiding questions,
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summarized the unit content and described their experience with the story of Jomo and his
plans for fruit trees. They reported on the content of the project session, and made several
recommendations about how to handle training in objectives.
Unit 8, Implementation, deals with developing a program, designing learning activities, and
using learning resources. The group presented the objectives, guiding questions and an outline
of the project session and reported on the strategies adopted by two characters, Amos and
Fatou, for tackling their drinks problems: they found the activities were interesting and
challenging and generated discussion. The group approved the level, number of activities,
usability and length of the unit.
Unit 9, Monitoring and evaluation, emphasizes the importance of M&E, its processes and
participants. The group presented a unit overview, objectives and guiding questions, then
focused on defining monitoring and evaluation, their purposes, how they work in the project
cycle, and their special importance for nutrition education interventions. They concluded that
the unit was likely to be of value in the curriculum.
DAY 5: PARTICIPANTS SHARE IDEAS AND
PLANS FOR USING THE ENACT MODULE
SUMMARY Day 5 looked at tutor responsibilities
and local documentation. Participants presented
and discussed their ideas for the use of the ENACT
module, and completed their finally evaluations of
the workshop. Certificates were presented, and
contributors were thanked. Barbecue dinner, Thursday evening
The workshop closed at 13.00.
5.1 TUTOR RESPONSIBILITIES & LOCAL DOCUMENTATION Judith Kimiywe and Dorcus Mbithe
Participants were introduced to two schedules included in the program annexes: a list of local
documentation required for each unit, and a list of tutor’s tasks and roles (e.g. running
tutorials, checking workbooks, marking, supporting outside activities etc.).
Presenters emphasized the importance for successful tutoring of good preparation, rapid
feedback on students’ work and adequate time for assessment. Points raised in discussion
were:
o ways of lightening the load with large classes: e.g. sharing the work, using assistants,
reducing the number of assessed questions, selective monitoring of workbooks
o the need for further workshops or on-the-job training and mentoring for colleagues, and
the possibility of external support for this.
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Time for an energiser
5.2 HOW WILL I USE THE ENACT COURSE? Judith Kimiywe
Participants, who had completed a questionnaire about possible uses of ENACT by their
institutions, presented their ideas one by one. This information was later amalgamated with
the information on the questionnaires to make a summary table of participants’ plans and
intentions (ANNEX 7 summarises participants’ ideas about future uses).
Three main uses of the course were indicated:
A ADOPTION AS A WHOLE INTO THE NORMAL UNIVERSITY CURRICULUM
Twelve out of 19 institutions hoped to adopt the course as a whole into the curriculum, with
some adaptations to the local situation and some reduction in activities to fit the time frame.
Suitable slots were felt to be the 3rd and 4th year. Two participants hoped to use the course
over two semesters to ensure full coverage. Seven noted that adoption might need official
approval or a curriculum review, and that the process was quite lengthy; nevertheless 8 of the
12 said they would begin to try out the course or parts of it right away. A few saw ENACT as
suitable for other faculties such as Medicine or Agriculture; two mentioned the possibility of
using it as the core of a possible MSc degree in nutrition education or as a postgraduate
module; and one planned to use it in a current Masters course.
B ADOPTING PARTS OF ENACT
Six participants planned to adopt parts of the course, for example units 1-4; the case studies,
activities and tutorials; Units 6-10 for other faculties, e.g. in Development Studies and
Agriculture, sometimes with some adaptation. Two said that this would be for immediate use.
C ADOPTION AS A WHOLE FOR SHORT COURSES OR IN-SERVICE TRAINING
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Almost all wanted to use the course as a whole for short courses or in-service training (fifteen +
2 further possibles, with two more hoping to use an online version for this purpose). Probable
target groups were in-service health professionals such as staff in charge of nutrition in health
centres, NGO staff, field nutritionists, program officers, nutrition officers and field extension
officers. Short courses and in-service training can generally be laid on without complicated
bureaucratic procedures and can sometimes make money for the university; however several
mentioned that this would need to be done in consultation with the relevant ministry.
With these aims in view, many of the participants planned to return home and organize
seminars or workshops to train colleagues who can help them implement the module, and also
to have discussions with ministries about the possibility of in-service courses. Several said they
would also be using the ENACT approach (self-study, outside activities and tutorial method)
when teaching other courses.
Some comments from the discussion
Fitting into university frameworks
o Assessment ratios (e.g. of theory to practice) can be adjusted. There is no need to
follow the mark ratios given in ENACT.
o Some advantages of assessed coursework for the tutors are that tutorials are more
interesting than lectures and that there is less cheating in exams.
Training of trainers workshops. It was noted that this workshop was more of an orientation
than a training of trainers. Full training should include hands-on delivery of the whole course at
some point, preferably with a mentor.
Short courses Points arising
o Short courses are generally rewarded with a certificate, issued by an accrediting body.
o ENACT can of course be made available online as it stands: there is no need for physical
copies. Nevertheless it is still essentially a tutored course.
o Other questions to consider are content, length and cost – who pays?
o Depending on the audience there may be a need for a preliminary basic nutrition
course. FAO will probably finalise their ABC-N course by the end of 2015.
Adapting ENACT for in-service courses It was noted that ideally an in-service course would need
adaptation to accommodate (a) the use and exchange of participants’ field experience, (b)
more extensive fieldwork and projects related to own work, (c) extra flexibility to suit variable
work and environments, and (d) the capacity for the course to enrich itself from its students’
experiences and observations and also to impact the service as a whole. Since demand for such
a course was widespread in southern Africa, it was suggested that an adaptation might be a
good basis for a collaborative exercise. A project note has already been drafted, but sources of
funding are not clear.
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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“Through all the sessions I was
struck by the realization that the
people we interact with, the things
we hear, in fact everybody has
some knowledge/ opinions and it is
important to understand their
contribution and try to use it if
possible.” (Comment in the evaluation)
“Too much rush! Time
management! ” (Comment in the evaluation)
WORKSHOP EVALUATION
As a final activity, participants completed a workshop evaluation questionnaire (Summary,
ANNEX 8)
CLOSING
Participants were formally
presented with workshop
certificates. The workshop
closed with expressions of
appreciation and warm
thanks to the facilitators,
organizers and participants,
and a large number of
commemorative
photographs.
EVALUATION OF THE WORKSHOP
Participants’ comments were received through a Daily
Evaluation Sheet for Days 1-4, and a final Workshop
Evaluation Form completed during the final session.
There is a full summary in ANNEX 8.
In the daily evaluations there was general agreement
that the workshop was interesting, informative, highly
participatory, active and interactive, thought-
provoking and generally enjoyable. Participants were
however unanimous that time management needed
improvement and they needed a clearer oversight of the whole ENACT course at the beginning
to establish the framework.
The final workshop evaluations reflected these perceptions. Participants reported a very
good social and working atmosphere, with rich discussions, a high level of interaction and some
very interesting presentations and activities, including the student presentations and role-plays.
About half the participants thought the main objective was
well achieved and half thought it could be better, with the
same split for the detailed objectives. The general
consensus was that too much material was covered too
fast, that time management could be improved, that some
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“The simplicity of the case studies
that so effortlessly delivered the
points home like a guided missile!
Who would have thought that the
complex M&E concept could be
demystified by the story of Edward
and the beans?” (Comment in the evaluation)
topics needed more attention (e.g. assessment, students’ actual work and responses, the initial
overview of the course, the outside activities and student project) and that more hands-on
experience would have been desirable for all. Almost all participants however said they would
definitely recommend the workshop to others!
As regards “new professional insights”, the largest number of comments approved the
practical course approach with its extensive examples, independent learning, stories and case
studies, tutorials and outside activities, the added interest of the teaching style, and the
“awesome” methodology (“the way to go”). Others liked the emphasis on the relationship of
educators with people in the community.
MAIN OUTCOMES
This workshop was the second long workshop to be
held for ENACT orientation and promotion.
The high demand for ENACT was clear. The action-
based approach was well received and the level of
interaction and motivation remained high throughout
the workshop. Many participants expressed the wish to run similar workshops or orientation
sessions in their own countries and institutions.
The main outcomes have already been described:
o Familiarity with and appreciation of the ENACT contents, principles and activities and
how to organize and run the course
o Intentions to use the course or some parts of it within the existing curriculum, either
immediately or in the long term
o Intentions to explore the possibilities of running short courses for in-service work
o Intentions to brief or train own colleagues, university departments, and nutrition
officers in ministries or organisations
Interest/concept outcomes were
o Country policy Recognition of the wide range of country strategies for nutrition education
across sectors; the need for more comprehensive, coherent and detailed treatment in
policy documents; interest in carrying further the analysis of national nutrition education
policies, learning from other countries, and possible advocacy actions
o Network Interest in participating in a nutrition educators’ network
o Nutrition education Gradual clarification of different understandings of “nutrition
education” , together with a strong interest in the interaction of environment and
education
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o Impact on learning Good impressions of the impact on students as seen in their
presentations and tutorial performances. Participants particularly appreciated the ex-
students’ presentations and the current students’ tutorial role-plays.
o The approach An appreciation, independent of the ENACT course itself, of the self-study
and tutorial approach, the case studies and practical exercises
o Lay language and nutrients Smaller insights were the challenge of modifying obscure
technical terms into lay language, and the question of how far “the nutrient concept” was
necessary in nutrition education.
CONCLUSIONS
The two regional workshops, together with the orientation and awareness meetings at regional
conferences, have put ENACT on the African map and have shown that its content and
approach are widely acceptable in academic courses and potentially for in-service work.
Interest from other countries suggests that a global reach is a possibility. It is hoped that this
workshop in Nairobi has contributed to building practical competence, with a sound theoretical
base, in a field which is essential to countries’ health and development.
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ANNEX 1. PARTICIPANTS, FACILITATORS & HELPERS
Name Institution E-mail address
Participants
1 Ms Benhilda
Wekwete
Midlands State University, Gweru,
Zimbabwe
beniwek@gmail.com
2 Grace T. N.
Mushonga
University of Zimbabwe, Institute of
Food, Nutrition & Family Science,
Zimbabwe
nyamushonga@gmail.com
3 Ms Estele Mwanza Bindura University of Science and
Technology, Faculty of Science,
Zimbabwe
edakamwanza47@gmail.com;
emwanza@buse.ac.zw
4 Ms Dorothy Nthani University of Zambia (School of Ag.
Science), Zambia
dnthani@gmail.com
5 Ms Chantell Witten North-West University, School of
Physiology, Nutrition and Consumer
Sciences, Faculty of Health Sciences,
(Potchefstroom Campus), South Africa
Chantell.Witten@nwu.ac.za
6 Mr Damien
Iyakaremye
(Head of Dept)
University of Rwanda, Nutrition and
Dietetics Dept., College of Medicine
and Health Sciences, Rwanda
diyakaremye@khi.ac.rw
7 Prof. Alexandre
Lyambabaje
University of Rwanda, Nutrition and
Dietetics Dept., Rwanda
alyambabaje@khi.ac.rw
8 Almeida Abudo Leite
Machamba
University of Lurio in Nampula (Health
Sciences Faculty), Mozambique
almeidamachamba@gmail.com
9 Ms Julia Eduardoo
Nhacule
ISCISA in Maputo, Mozambique
julia.nhacule@gmail.com
10 Ms Getrude
Mphwanthe
Lilongwe University of Agriculture and
Natural Science, Bunda College of
Agriculture (Dept. of Human Nutrition
and Health, Faculty of Food and Human
Sciences), Malawi
getumphwanthe@yahoo.co.uk
11 Lucy Amanya Masinde Muliro University,Kenya gnguka@gmail.com and
amanyalucy@yahoo.com
12 Florence Kyallo Jomo Kenyatta University of Agriculture
and Technology, Kenya
kyallofm@yahoo.com
13 Agatha Atieno Maseno University acatieno@yahoo.com
14 Elizabeth Kamau Egerton University, Kenya ekambu@yahoo.com
15 Susan Keino Moi University,Kenya susankeino@gmail.com
16 Susan Momanyi Kisii University, Kenya susanmomanyi28@gmail.com
17 Getrude M. Were University of Eldoret, Kenya gmwere@yahoo.com
18 Jane Njenga University of Nairobi, Kenya jnyathegi@yahoo.com
19 Angela Andago University of Nairobi, Kenya aaandago@yahoo.co.uk
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20 Evelyn Mulunji Masinde Muliro University evamulunji@gmail.com
21 Olivia Agutu UNICEF oagutu@unicef.org
FACILITATORS
22 Prof Judith Kimiywe Kenyatta University, Kenya jokimiywe@gmail.com
23 Dr Dorcus Mbithe Kenyatta University, Keny dorcusmbithe@yahoo.com
WORKSHOP ORGANISERS AND ASSISTANTS
24 Angela Kimani Nutritionist, FAO Kenya angela.kimani@fao.org
25 Joyce Mukiri Nutritionist, FAO Kenya Joyce.mukiri@fao.or
26 Rhoda Sambu FAO Kenya office Rhoda.sambu@fao.org
ENACT team members attending the workshop
27 Jane Sherman Nutrition education consultant, FAO
Rome
shermanjane4@gmail.com
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ANNEX 2. GUESTS PRESENT FOR THE FIRST MORNING
Name Institution E-mail address
Hon. Prof. Julia
Ojiambo, Chairperson
KNDI
Kenya Institute of Nutrition and
Dietetics
info@nutritiondieteticskenya-
ke.org
Rob Allport
FAO Assistant Rep rob.allport@fao.org
Gladys Mugambi
Head, Ministry of Health, Kenya headnutrition.moh@gmail.com
Grainne Moloney Chief, Nutrition Section, UNICEF
Kenya gmmoloney@unicef.org
Dr. David Okeyo Kenya Institute of Nutrition and
Dietetics
info@nutritiondieteticskenya-
ke.org
Diana Carter Head of VAM- WFP Kenya yvonne.forsen@wfp.org
Philippe Carette
Country Director, ACF Kenya hom.ke@acf-international.org
Jan Low
Regional Leader CIP-SSA j.low@cgiar.org
Laura Kiige
Nutrition Officer, UNICEF LauraKI@unops.org
Alice Mkusangwe
Acting Executive Director, UNISA mkuzasa@unisa.ac.az
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ANNEX 3. STUDENTS PARTICIPATING IN THE
WORKSHOP
EX-STUDENTS OF KENYATTA UNIVERSITY PARTICIPATING ON THE FIRST DAY OF THE WORKSHOP
The following ex-students of Kenyatta University made presentations on the first day of the
workshop about their experiences in piloting ENACT:
RAPHALE ONDUSO ONSANDO spoke about ENACT tutorials MURUGI M. MBUTHIA spoke about ENACT “outside activities” EDITH NGUGI spoke about the ENACT mini-project in nutrition education.
THIRD-YEAR STUDENTS OF KENYATTA UNIVERSITY PARTICIPATING IN DAY 2 OF THE WORKSHOP
(Food, Nutrition and Dietetics Degree Course)
The following third-year students of Kenyatta University worked through ENACT Unit 2 on the
second day of the workshop, participated in the tutorial and presented role-plays of
conversations about diet.
MGHANYHA NANCY NGOJI MOMANYI B. CAROLYNE WANDU CAROLINE NAMBIA NJENGA CATHERINE MUTUONI WAMBUGU LUCY NYAGUTHIE PHYLLIS MUTUA KIRIINYA CYNTHIA HELLEN IREGI LOISE NYAMBURA
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ANNEX 4. PROGRAM
MONDAY 1st June – DAY 1
8:30 10:00 Formal opening and welcome, followed by participants introducing
themselves and saying what they expect to get from the workshop.
10:00 10:15 TOPIC 1.1: A. ENACT: IN A NUTSHELL (Introduction to ENACT)
10:15 10:45 TOPIC 1.1: B. PILOTING EXPERIENCES (Kenyan facilitators and ex-students
share their experiences of the ENACT course, including outside activities and
project, with further comments from a Zimbabwean tutor )
GROUP PHOTO
10:45 11:00 Coffee break
11:00 12:30 Topic 1.2 NUTRITION EDUCATION: WHAT IS IT? DO WE NEED IT?
A. OUR IDEA OF NUTRITION EDUCATION
B. WHAT ARE THE PROBLEMS? Brainstorming determinants and influences on
eating habits (1 hr)
C. NUTRITION EDUCATION TRAINING NEEDS IN YOUR COUNTRY /INSTITUTION
12.30 12:45 TOPIC 1.3 CAN ENACT FILL THIS GAP?
13.00 13:45 Lunch break
13:45 14:15 TOPIC 1.4 GETTING TO KNOW THE MATERIALS – UNIT 1 (Introduction to
group work + simulation of 1st meeting with students)
14:15 16:15 TOPIC 1.5 HOW WOULD STUDENTS TAKE TO THIS? TRYING OUT UNIT 1
(Groups work on Unit 1, preparing the presentation if possible)
16:15 16:30 Coffee break
16:30 18:00 TOPIC 1.6 TUTORIAL FOR UNIT 1, delivered by facilitators
TUESDAY 2nd June – DAY 2
09:0
0
10:3
0
TOPIC 2.1 Introduction to ENACT course and briefing for Unit 2 with students (9
students from Kenyatta University who are new to the course)
10:3
0
10:4
5 Coffee break
10:4
5
12:4
5
TOPIC 2.2 TRYING OUT UNIT 2 – Part 1 (Selected Unit 2 self-study activities,
students and tutors separately)
12:4
5
13:4
5 Lunch break
13:4
5
15:3
0
TOPIC 2.3 TRYING OUT UNIT 2 – Part 2 (Selected Unit 2 self-study activities,
students and tutors separately)
15:3
0
16:0
0 Coffee break
16:0
0
18:0
0
TOPIC 2.4 Tutorial for Unit 2 delivered to students.
End the day with thanks and farewell to students
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WEDNESDAY 3rd June – Day 3
8:30 9:00
TOPIC 3.1 Feedback/discussion on Unit 2, including tutorial. Some guidelines for
conducting tutorials (powerpoint produced by Nigerian ENACT tutor Charles
Nkwoala).
9:00 10:3
0 TOPIC 3.2 Assessment principles
10:3
0
11:0
0 Coffee break
11:0
0
12:1
5 TOPIC 3.3 Units 3, 4, 5 and 10 group work
12:1
5
13:1
5 Lunch break
13:1
5
14:4
5 TOPIC 3.4 Presentations by working groups of Units 3, 4, 5 + 10
14:4
5
15.0
0
TOPIC 3.5 Investigating NE in country Nutrition and Food Security policies
(presentations)
15.0
0
15:1
5
Coffee break
15:1
5
17:3
0 (Free for sightseeing/shopping)
THURSDAY 4th June –Day 4
9:00 11:0
0 TOPIC 4.1 Group work - trying out selected activities of Units 6-9
11:0
0
11:1
5 Coffee break
11:1
5
12:4
5 TOPIC 4.2 Group work cont. + preparing presentation of assigned unit
12:4
5
13:4
5 Lunch break
13:1
5
14:4
5 TOPIC 4.3 Presentations by working groups of Units 6-9
14:4
5
16:0
0
TOPIC 4.4 Discussion of course organization and feasibility of student project &
outside activities.
16:0
0
16:3
0 Coffee break
16:3
0
17:3
0 TOPIC 4.5 Planning to integrate the course – Piloting partners share their plans
BBQ dinner
FRIDAY 5TH JUNE – DAY 5
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9:00 9:30 TOPIC 5.1 Summarizing tutor responsibilities + local documentation to gather
9:30 9:45 Coffee break
9:45 11:4
5
TOPIC 5.2 How will I use the ENACT course? – Tutors note down ideas on using
the course at their universities
11:4
5
12:0
0 Closing of the workshop
12:0
0
13:0
0 Lunch and goodbyes
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ANNEX 5. OPENING SPEECHES
OPENING REMARKS BY ROBERT ALLPORT Assistant FAO Representative in Kenya
EXCELLENCIES, DISTINGUISHED GUESTS, LADIES AND GENTLEMEN
It is my great pleasure to welcome you to Kenya and to this Nutrition Education Curriculum
Workshop!
As you are aware, Africa faces urgent challenges such as addressing the injustice of chronic
hunger, stunting and the need for sustainable food and nutrition security. In spite of advances
in science and technology and improvements in food production and productivity during the
last decades, high levels of undernourishment and malnutrition persist. Countries still struggling
to feed their people now face the costs of preventing obesity and treating non-communicable
illness.
LADIES AND GENTLEMEN
The vision of FAO is to ensure a world free from hunger and malnutrition, where all people
have access to adequate and safe food for an active and healthy life. While food security is the
cornerstone for improved nutrition and wellbeing, there is new evidence to show that food and
nutrition education and communication can be a vital catalyst in the success of food and
nutrition security interventions.
There is the growing realization among development agencies, globally, that focusing solely on
agricultural production may not solve global malnutrition. While improvements in food
production and productivity are clearly essential for generating income and employment and
reducing poverty, they do not necessarily translate into improvements in good nutritional
status. To meet the challenge of preventing all forms of malnutrition, and the unacceptably
high economic and social costs it has on countries, FAO believes that countries need to educate
their people about eating the right foods – not just more or less food. This means that
everyone needs to know what constitutes a healthy diet and how to make good food choices.
In the words of FAO’s Director General, Jose Graziano da Silva: “We teach people everything
including how to drive; why not teach people what and how to eat? We need to urgently put in
place food and nutrition education programs to help families eat better”.
At the recently held International Conference on Nutrition (ICN2), Governments endorsed the Rome
Declaration on Nutrition and the ICN2 Framework of Action which urges them to educate and inform
their citizens about healthier eating practices and to build professional skills in nutrition education and
dietary promotion strategies.
LADIES AND GENTLEMEN
This requires a range of actions including behavioral and cultural changes and the integration of
nutrition as a core concern of every policy directed to sustainable food systems. In turn,
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nutrition interventions including effective nutrition education have to be better integrated into
agricultural policies and programs, as well as into health, education and community services.
To enable these actions, capacities for effective nutrition education and dietary promotion
are needed throughout the higher, tertiary education and professional training systems in
Africa. These capacities are currently weak or lacking in many countries and urgent action is
needed to fill this gap.
LADIES AND GENTLEMEN
As part of the joint ENACT/ENAF initiative, excellent progress is being made in developing
capacities in nutrition education in several African countries. As such, this workshop is an
important step towards our goal of developing sufficient numbers of well qualified
professionals who have the knowledge and skills to implement action oriented nutrition
education and work for the establishment of food environments that are more conducive to
healthy eating.
This workshop brings together tutors and academics from several African universities to
share their ideas and experiences on professional training for food and nutrition education in
action. They will get the opportunity to learn more about the FAO Education for Effective
Nutrition in Action (ENACT) course on nutrition education, familiarize themselves with using the
ENACT materials, and receive guidance on the implementation of the course module. This will
enable their universities to introduce ENACT to their curricula, thus producing a cadre of future
nutritionists who are well equipped to carry out effective and practical food and nutrition
education. This will also bring better understanding on integration of nutrition education across
different sectors and make a better contribution to reducing malnutrition in Africa.
The FAO Country and Sub- Regional Emergency Offices are very pleased to host this event
jointly with Kenyatta University and our nutrition colleagues from FAO’s Nutrition
Division/Headquarters in Rome. Africa has been the first region to embark on the process of
developing a curriculum on Education for Effective Nutrition in Action and can lead the way for
the rest of the world.
I wish you fruitful discussions and an enjoyable stay in Kenya and look forward to the
outcomes of the workshop.
END
OPENING SPEECH BY PROF . JULIA OJIAMBO Chairperson of the Kenya Nutritionists and Dieticians Institute (KNDI)
FAO Representative in Kenya, Mr Robert Allport, the Head of Nutrition and Dietetics at
Kenyatta University, Professor Judith Kimiywe, Distinguished Delegates, Ladies and Gentlemen:
I feel honoured and also privileged to address this distinguished audience of the Education for
Effective Nutrition in Action workshop, organized by the Food and Agriculture Organization in
collaboration with Kenyatta University. These two institutions constitute my mentorship into
the nutritionist I am today.
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In 1962 I was greatly favoured by FAO and UNICEF when the two organizations awarded me a
full United Nations Fellowship to study Nutrition at the Queen Elizabeth College (now the King’s
College), London University, and also at the London School of Hygiene and Tropical Medicine,
for three years. I initially was admitted for an academic post-graduate Diploma in Planning of
Community Nutrition programs, but upon successful performance this was extended to cover
my undergraduate degree programme in Nutrition Sciences.
In 1972, as a Senior Lecturer at the Department of Home Science, University of Nairobi, I
initiated the actual relocation of the Department of Home Science to a larger space at Kenyatta
University. The current Department of Nutrition and Dietetics is housed in the office we
established in 1972. That was a culmination of several events that were then taking place in
Kenya, East Africa and Africa as a whole, aimed at combating the then Kwashiorkor menace. I
do indeed have reason to feel honoured.
In 1976 I received an award from FAO, the prestigious Ceres Gold Medal in recognition of my
efforts in advancement of the welfare of women and children and also in rural development.
The FAO Director General, Edouard Saouma, had to travel all the way to Nairobi to honour me.
I am still indebted to FAO for that early START-RITE support to me.
Incidentally, history has it that formal education in the field of Nutrition in East Africa may have
started in 1945, when the first inter-Africa English-speaking course on Nutrition was held in
Kampala. The course was one month long and was organized by a Nutritionist and a Physician
from the London School of Hygiene and Tropical Medicine, together with a specialist
Agriculturalist from Oxford University. Based on the experience gained from that Kampala
workshop, interest in practical training in nutrition in Africa began to spread, and about five
years later in 1949, a second inter-Africa conference on Food and Nutrition was held in
Cameroon. A key recommendation made at this conference was that well-qualified staff
should be nurtured to take responsibilities in institutions of higher learning, colleges and
training schools, who would act as leaders and change agents in communicating the link
between food and nutrition to the public.
LADIES AND GENTLEMEN
we are here today because of yet another culmination of activities, research and assessments
carried out in Africa in 2010 by FAO, which has shown that relevant professional training in
Nutrition Education was urgently needed in the region. Consequently the ENACT
undergraduate course has been developed in response to these findings. May we appreciate
the German Federal Ministry of Food and Agriclture for the financial support which has made it
possible for this activity to materialise.
Indeed, it was for this reason that the Kenya Nutritionists and Dieticians Institute (KNDI) in its
bid to operationalise the Nutritionists and Dieticians ACT No.18 of 2007 chose to focus on its
core mandate, which is to provide for training, registration and licensing of its professionals
for effective service delivery to populations of all age groups in Kenya. KNDI is a regulatory
body with an oversight role over all matters relating to nutrition and dietetics in Kenya. It has
put in place training standards and checklists to make it easy to regulate professional training
and conduct, including the examinations and subsequent licensing of graduates into the
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
31
profession. Therefore KNDI has developed core-curricula guidelines for harmonization of
training of its professionals at certificate, diploma and degree levels. KNDI has further
developed Continuous Professional Development guidelines (CPDs) for those trained before
its advent, for their growth and retention in the profession, in addition to internship policy,
manuals and packages for professionalization of those qualifying and graduating from the
harmonized curricula at both public and private training institutions, both universities and mid-
level colleges. This means that the training content as well as its trainees, training faculties
and institutions must be accredited by KNDI for compliance with professional standards and
ethics.
One remarkable achievement by KNDI is that the national curricula for certificate and diploma
levels have been adjusted to meet the KNDI standards, in consultation with KICD. Finally, an
internship programme has taken off for degree holders in six core areas of nutrition and
dietetics, specifically for indexed students, for a period of one year. This will complete the
picture of the professionals in nutrition and dietetics as per KNDI standards. All the processes
for the internship have been developed by KNDI. The procedures and policies regarding
training certificates, diploma and degree levels, have all been set in place and are now
regulated by KNDI.
We in Kenya are happy to say that the 2010 vision of FAO has been realized through the
interpretation of the Nutritionists and Dieticians ACT No. 18 of 2007. Supportive training and
policy documents are now available and in use in Kenya. KNDI is therefore now saying that it
will be in the best interest of all to support and strengthen the proven Kenya model for training
and service delivery in Nutrition and Dietetics, nationally and internationally.
Finally, and on behalf of KNDI, I wish to take this opportunity to wish you a very successful
week of fruitful deliberations. The outcome of this workshop will add significant value to the
efforts that are being made to evolve education for an effective nutrition delivery system in
Africa.
It is my pleasure to present to FAO a copy of the KNDI roadmap for reference.
IT IS NOW MY GREAT PLEASURE TO DECLARE THIS EDUCATION FOR EFFECTIVE NUTRITION IN
ACTION WORKSHOP OFFICIALLY OPENED. THANK YOU.
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
32
ANNEX 6. SUMMARY OF FEEDBACK ON NATIONAL NE
POLICY
Participants assembled relevant national policy documents in health, food security and
agriculture, and searched for mentions of nutrition education under its various names (e.g.
nutrition education, IEC, information dissemination, knowledge building, awareness-raising,
BCC, SBCC, health promotion, social marketing, counselling etc.). Each country made a brief
presentation and some individuals responded to a questionnaire.6 The following notes are a
conflation of these two sources.
o In general, how much emphasis is given to nutrition education in national policies?
o Is NE explicitly mentioned in policy/strategy documents by any name?
Generally, respondents saw little explicit emphasis on nutrition education in country policies,
with some specific exceptions (e.g. a BCC strategy, a constitutional right to access to
information).
o Do you know of any other policy/strategy documents that mention nutrition education?
(e.g. Education, Health, Agriculture, Finance, Rural Development?)
Participants found that agriculture and food security sector documents were mainly concerned
with providing more food, income generation and price. Two did not mention nutrition in
Ag/FS policy; one mentioned it but gave no details. However one country had a BCC strategy in
food security (Mozambique), and in Malawi there were messages for farmers, among other
groups.
o What is the emphasis of the NE component? (e.g. the first 1 000 days/NE in
schools/promoting general awareness of healthy diets etc.)
The main emphases were on maternal, infant and young child nutrition, often within the
framework of the SUN movement. Most also mentioned school health strategies, but it was
not clear how far these related to the classroom curriculum or to actual school feeding (which
may have no nutrition education component or impact). Mozambique mentioned new school
nutrition education materials. Nutrition education was also mentioned as one of a number of
strategies proposed for tackling micronutrient deficiencies (Kenya) and as an important
element in food fortification (Mozambique).
o Do NE objectives aim at knowledge, awareness or changes in behaviour?
The approaches identified were largely knowledge, IEC and awareness-raising. One country
(Malawi) favoured nutrition messages for all social groups (farmers, parents, journalists etc.)
o Is there any mention of capacity building in NE?
6 The order of the questions has been changed a little.
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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In some cases, no mention was found; in others it was assumed to be covered by general
capacity building in the services.
o Can you make one suggestion for improving existing nutrition education in your national
policy (ies) or introducing it where it is lacking?
Suggestions concerned
a) target groups – e.g. nutrition education to start from the pre-primary school; nutrition
education materials for each life-cycle group; nutrition education for all
sectors/stakeholders (e.g. policy-makers, agriculturists, health workers, education; NE in
schools, NGOs and faith-based organizations)
b) approach – e.g. focus on behaviour change and not just awareness creation; proper
practical content and application of F&N in school curricula; specifying the approach
required
c) policy and advocacy – e.g. need for policy support for capacity development and
professional training.
o Would you be interested in joining a working group to develop a framework for a
national nutrition education and communication strategy for developing countries? (This
work would be on a voluntary basis, via email)
All those who answered the questionnaires were interested in joining such a group.
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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ANNEX 7. PLANS FOR USING THE ENACT MODULE
The following detailed summary is based on questionnaires and presentations presented at the
workshop and cannot be taken to represent the settled intentions of the institutions involved,
which will require independent verification.
What participating universities/institutions hope to do with ENACT
KNDI = Kenya Nutrition and Dietetics Institute CUE = Commission of University Education
(Kenya)
OAs = Outside Activities Curric = curriculum N = Nutrition FS = Food
Security
S’s = students HR = human resources
Name and
institution
How could ENACT
be used?
Suitable?
(format, OAs,
activities,
project)
Adaptations
needed?
Actions planned
(short-term &
long term)
External
support
needed
1. LURIO
UNIVERSITY,
MOZAMBIQUE
Almeida
Machamba
USE FIRST HALF
Include Units 1-4 in
faculties of health,
biology, agronomy
& “community
subjects”: 1st year
units 1&2, then
other units.
Discuss what
credits to be
given
Simplify
technical
language,
include local
cultural &
trad aspects
ST: Training for
univ teachers
LT: Review
curricula of
biology, health
and agronomy to
see how to
include
Need data
from other
countries for
comparison
2.MMUST,
KENYA
Evelyn Mulunji
USE WHOLE
+IN-SERVICE
Integrate in
a)2nd semester, 3rd
year, and
b)1st semester , 4th
year
Students need
to get used to
format
To fit existing
program,
reduce study
activities and
enhance OAs
ST: Include in
own courses (N &
F&NS)
LT: Offer as
course for field
nutritionists
Get support of
experienced
tutors when
starting short
courses
3.JOMO
KENYATTA
UNIVERSITY,
KENYA
Florence Kyallo
USE WHOLE
+ SHORT COURSE
+(possibly) MSc
in NE
For undergrads in
3 N-related
courses and e-
learning course
now in devt.
Should be
approved by KNDI
Study format &
activities can
be fitted in.
Discuss OAs
and project
with faculty.
Separate the
course from
the project.
Project could
be offered in
4th year.
Also offer
separate
units in other
modules.
ST: Use for
assignments &
practicals next
semester
LT: Include in MSc
in Human N (in
devt.)
Possibility of
short course &
Masters in NE.
a)Need
curriculum
review
b)Finalising
online course
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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4.UNIVERSITY OF
RWANDA
D. Iyakaremye
A. Lyambabate
USE WHOLE FOR
IN-SERVICE
COURSES
Yes, with min.
adaptation can be
used for in-service
training of staff in
charge of nutrition
at health centres
and NGO staff
Excellent
content,
tutorials are
fine. Need to
see how best
to organize
use.
Some stories
relate to
specific
communities
& hence not
relevant to
Rwanda.
ST: Train
colleagues in
Dept of Human N
& Dietetics &
adapt content.
Start using for in-
service training.
5.U OF NAIROBI,
KENYA
Angela A.
Andago
USE PARTS
+ SHORT COURSE
Use in several units
in undergraduate
Food, N & Dietetics
Possibly in short
courses
Study format
fits existing use
of tutorials.
Study activities
suitable but
may have to
select.
May need
modification
to fit existing
objectives &
timeframes;
also OAs.
ST: Use parts
immediately
(case studies,
activities, tutes)
LT: Incorporate
ENACT units
during current
curric review
a)Periodic
training
b)M&E of the
course
c)LCD/
projector
d)Support for
short courses
6.NORTH WEST
U, SOUTH
AFRICA,
Chantell Witten
USE PARTS
+ SHORT COURSE
Several units can
be used in part or
whole in various
modules in the BSc
N, BSc Dietetics
and Masters in
PHN.
All aspects fit
well with the
university’s
philosophy &
culture.
Align with
current
learning
outcomes.
Add more
up-to-date
refs.
ST: Report to own
Dept, National
Dept of Health;
Dietetics
Association of
SA, African N
Leadership
program and
FAO/SA.
LT: Propose as
short course for
2016.
7.U OF NAIROBI,
KENYA
Jane Njenga
USE WHOLE
+ SHORT COURSE
Possibilities:
a)Restructure
curriculum to
mainstream
ENACT; need
curriculum review
and Senate
approval
b)Offer as
certificate course.
a) Need shift
from top-down
approach, but
this is very
desirable
b)Activities are
manageable
c)S’s need
motivation &
facilitation.
c)OAs need
institutional
support
ST: Try out Unit 1-
5 & use approach
Sensitise staff &
S’s re upcoming
online version
LT: Propose short
course at
certificate level
(no need for
Senate approval)
a)Support for
more training
workshops
(financial,
logistical, HR,
capacity)
b)Support in IT
to explore
online version
c)Exchange
programs
8.MASSENO U,
KENYA
Agatha Atieno
This can be offered
for undergraduates
spread over two
semesters to allow
The module is
appropriate
and fits in with
other courses.
ST: Explore fit to
existing NE &
counselling
course
a)Help from
universities
that have
already done
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
36
USE WHOLE
enough time to
carry out all the
activities
All parts will
help students
carrying out
assignments in
other courses
LT: Do the course
in two semesters
with final
certificate
ENACT.
b)Financial
assistance for
training
workshops
9.MIDLANDS
STATE
UNIVERSITY,
ZIMBABWE
Benhilda
Wekwete
ALREADY IN USE
+ SHORT COURSE
+ FOR MEDICAL
STUDENTS
+ MASTERS IN NE
a)already in use as
undergraduate
course
Possibilities:
b) as a 10-week
certificate course
for field workers
c) for medical and
dental students
d) as core of a
Masters in NE
a)Adapt to
time
constraints
b)Add local
examples
c)Adapt for
other
audiences.
ST: Continue to
use with u/grad
students, but
over two
semesters
LT: Adapt for
other audiences
Support from
Ministries,
especially
from Ministry
of Health and
Child Care
10.BINDURA U,
ZIMBABWE
Estele Mwanza
USE WHOLE
Consider
introducing ENACT
into curriculum for
planned N and
Dietetics program
OAs would
expose
students to
real-life
activities
Adapt for
length to fit
into the
curriculum
Can only state
plans when the
N&D program
starts
Help from
universities
which have
implemented
the module
11.UNIVERSITY
OF ZIMBABWE
Grace Mushonga
USE WHOLE
+ SHORT COURSE
Adopt and use in
existing under-
graduate NE
course
a) Indep study
approach is OK
b) OAs should
work well with
little super-
vision
Adapt to
local
situation and
university
time frame
ST: Teach this
module as part of
NE course
Sensitise MHCC &
Food Nutrition
Council
a)Finance for
in-service
training of
nutritionists
and extension
workers
b)HR to set up
and conduct
ENACT
modules
12.MASINDE
MULIRO U,
KENYA
Lucy Mutuli
USE WHOLE
+ SHORT COURSE
Incorporate in the
curriculum
Use for short e-
learning courses
The study
format and
outreach
activities suit
my university
Clear
sequence of
units and
activities is
needed
ST : Brief
colleagues in the
institution
LT: Try to ensure
adoption of
ENACT by the
Department
13.KISSII
UNIVERSITY,
KENYA
Susan Momanyi
USE WHOLE
Teach ENACT as a
NE unit (already in
place) before
official curriculum
revision).
Replace existing
Study format,
activities &
OAs are good
(though activ-
ities are time-
consuming)
ST: a) Build
capacity of other
lecturers
b)Incorporate
ENACT into
existing unit
Support from
CUE and KNDI
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
37
ADOPT LATER
project with ENACT
project.
c)Make CUE
aware of the
methodology
LT: Curriculum
review and full
incorporation
14.MOI
UNIVERSITY,
KENYA
Dr Susan Keino
USE PARTS
ADOPT AS A
MODEL FOR
OTHER COURSES
a)Use some of the
materials in the
existing NE course.
b)Use ENACT as a
model for other
courses (online)
being developed
Format fits but
course would
need
shortening
Modify OAs
to make
them doable
in class or on
campus.
Shorten the
content
ST: Borrow
content
Use format for
other courses
LT: Use as model
for courses for
e.g. community
health workers
a)Help with
teaching
others about
ENACT
b)Help with
offering
ENACT as an
online course
15.UNIVERSITY
OF ELDORET,
KENYA
Gertrude Were
VARIOUS USES
Can be used for
undergrads or
postgrads, as a
short course or
in parts
Could be used
with minor
alterations
Reduce
number of
lecture hours
for the NE
course and
have more
for activities
& tutorials
ST: Sensitise
colleagues &
encourage use
Use parts in own
teaching
LT: Raise
awareness of
management
a)Finance for
student travel
from
university
b)Time and
space for
tutorials
c)Support
from partner
institutions
(e.g. hospitals,
schools)
16.UNIVERSITY
OF ZAMBIA
Dorothy NthanI
USE WHOLE
+ SHORT
COURSES
+ IN-SERVICE
COURSES
a)Great potential
at U of Zambia to
adopt as a whole,
for u/graduates
b) and at Natural
Resources College
(NRDC) for
diploma students.
But will have to be
integrated through
review process.
Could also be used
as a short distance-
learning course
(sandwich).
The modality
of delivery to
be discussed
with HoD and
other staff
Some
adaptation
needed for
short
distance-
learning
course
ST: a)Report back
to colleagues
b)Train other
staff with
external
assistance
c)Share idea/
resources/with
NRDC
d) discuss in-
service use with
Ministries (MoH,
MAL etc.)
LT: Advocate for
Senate approval
NRDC curric
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
38
review
17.LILONGWE
UNIVERSITY OF
AGRICULTURE
AND NATURAL
SCIENCE
(LUANAR),
MALAWI
Getrude
Mphwanthe
USE WHOLE
USE PARTS FOR
OTHER DEPTS
a)Will be used by
4th year
undergrads in the
N Ext Ed course
and for N & Family
Science students.
b)Units 6-10 can
be used by other
depts e.g. Devt
Studies, Ag and
Engineering
Study format
and OAs very
suitable for the
institution
The activities
may be
reduced
ST: Integrate
some units in the
N Ext & Ed course
from Oct 2015
and some in
other courses
(e.g. Community
N, PHN, Food&N
Planning)
LT: a) Train N
Officers & field
ext officers
b)Conduct studies
with the ENACT
approach
a)Advocacy
support from
FAO
b)HR to help in
rollout of
ENACT
c)Financial
support from
devt partners,
civil society
organizations
& possibly
government
18.EGERTON U,
KENYA
Elizabeth Kamau
USE PARTS NOW
PERHAPS THE
WHOLE LATER
a)Use for Masters
course right away.
b)3rd year under-
grads will use most
of the units from
Sept 2015
c)Project activities
could be adopted
in two courses in
4th year.
Study format is
appropriate,
but cannot do
all activities.
Will be difficult
to do project
right away.
ST: Immediately
introduce units to
staff. (One has
started using it in
N outreach and
extension class.)
LT: Adapt to be
part of curriculum
Make sure all
staff members
can use
a)Support for
OAs would be
useful.
b) Students
will work with
soft copy
because hard
copy too
expensive
19.HEALTH INST
OF SCIENCE,
MOZAMBIQUE
Julia Nhacule
USE PARTS
+ SHORT COURSE
a) Use parts in
lectures in NE, in
internship in NE &
in Community
project
Can’t adopt
whole because
existing curriculum
approved
Suitable a)Reduce
number of
documents
b)Remove
answers
from S’s Bk
c)Include
local pictures
Adapt case
studies
ST: Translate
materials into
Portuguese
Train lecturers
Select contents
LT: Curriculum
review
Organize short
course for health
professionals
Support for:
a)translation
b)curriculum
review
c)training
lecturers
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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ANNEX 8. WORKSHOP EVALUATION
SUMMARY OF DAILY EVALUATIONS
Positive
Participants generally agreed that the workshop was interesting, informative, highly
participatory, active and interactive, thought-provoking and generally enjoyable. Particular
activities singled out as worthwhile were group activities involving shared experiences and
exchanges (informative, exciting, enlightening, an eye-opener); the tutorial sessions (including
the student role-plays); own presentations (amazing, made us think critically). There was
specific favourable mention of the presentation on conducting tutorials; the discussion on
nutrition education policy; the practical aspects of M&E; and the relevance of Units 6 to 9 on
the project process, the situation analysis unit in particular.
Negative
The main reported problems were time management, lack of time, too much work pressure
and being rushed. One commented that more discussion on participants’ own presentations
was needed and another felt that all participants should have been able to get practice in
facilitating tutorials. One thought some activities were “very analytical”.
Apart from this, the main concern was that distributing the units for study by different groups
led to confusion when the sequence and connections between parts were not perceived; that
the workshop instructions needed to be clearer in order to compensate for this; and that
participants should “walk through” the entire course sequence before studying individual units.
SUMMARY OF FINAL EVALUATIONS OF WORKSHOP
Q1. What will you remember of this workshop? (e.g. memorable moments, particular
conversations, insights, stories, images, points … )
Interactions Participants found particularly memorable the interactions with other workshop
participants (1), the practical group activities (1), the rich discussions (“unforgettable and
thought-provoking”) (7), the teamwork (1), the networking (1),the social ambience (1) and the
“kindness from everyone – a jolly happy group”.
Other workshop activities Many recalled the tutorial sessions (3), in particular the students’
role-plays (6). Three were particularly interested in the presentations on country NE policy.
Some mentioned presentations from facilitators (1) and from the participants themselves,
particularly on Units 6-9 (3).
Materials Some expressed general appreciation of the materials and activities (3), their
realism and approach (1). The stories and case studies were much appreciated (6), and also the
activities on simplifying technical information (1).
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Q2. The main workshop objective was to introduce tutors to the ENACT course, familiarize
them with using the ENACT materials and provide guidance on the implementation of the
course module
In your opinion, was the above: Well achieved / Could be better / Not achieved?
Well achieved: 9 Could be better: 9 Not achieved: 0 No answer: 2
Comments re “could be better” echoed the daily evaluation comments about time
management and pressure on time (3). One said that the workshop was a good introduction
and orientation, but was not really “training of trainers”.
Q3. Please indicate how well the detailed objectives were achieved.
Few thought that the objectives were not achieved,
The majority felt that the following objectives were well achieved:
1 To share our idea of nutrition education and how it works
3 To share piloting experiences and knowhow of piloting partners and students
6b To work through the first part of unit 1 together, and experiencing a tutorial
8. To collect tutor ideas for using the course and integrating ENACT into the university
curriculum
However many thought that several other objectives could have been achieved better, in
particular 4, 5, 6 a, c, d, e, and 7.
4. To familiarize tutors with assessment principles, including logistics of tutors correcting work
books and providing feedback to students
5. To provide guidance on conducting tutorials
6a. To try out one unit at home, then share the findings
6c. To try out parts of a project unit (unit 6-9) in tutor working groups
6d. To observe students at work and during a tutorial
6e. To look through students’ course books (time permitting)
7. To discuss course organization and feasibility of student project and outside activities
A few reasons were given, mostly relating to time constraints. Some possibilities are:
- Good presentations but not enough time for more direct experience by all (4, 5, 6e).
- Few participants did their “homework”, and this needed to be compensated by a stronger
introduction to the overall framework and sequence of the course so as to make more
sense of the individual units (6a, 6c)
- Observation of students’ work and tutorial participation could have been more structured
(6d)
- Some re-ordering of elements would help (e.g. putting a presentation on project work
before work on units 6-9).
Q 4. Which topics needed more discussion/time and why?
Respondents selected particular units which they felt needed more time and attention. Almost
all units were selected, the most popular being Unit 2 (4), Units 6-9 (5), Unit 6 (2), Unit 7 (2),
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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Unit 9 (3) and Unit 10 (2). The most frequent reasons were that the unit was complex or
important, that some units needed to be done by all participants, that the selection of activities
did not give an adequate idea of the unit, and (for Units 6-9) that more time was needed to sort
out the sequence and the connection with the project work.
Apart from the units, two participants would have liked more work on the assessment of
students, two on the projects and one on preparing outside activities.
Q5. Which topics had too much time dedicated to them?
The general conclusion was that nothing received too much time. Some said time could be
reduced on
- Unit 2, since it was relatively simple
- explaining instructions for group work in plenary (instead, circulate round groups)
- group presentations
- reducing confusion by (e.g.) studying the units in sequence.
Q 6. Please circle the response that best reflects your opinion about the amount of material
covered, the pacing of the delivery, the amount of interaction encouraged, and the interest,
and say if you would recommend this workshop to others.
The general consensus was that too much material was covered and too fast, but the amount
of interaction was just right. About half found the workshop interesting throughout, half not
always. Almost all however would definitely recommend the workshop to others!
Q7. What could have been improved and how? (including any important omissions)
Suggestions for improvement focused on three main areas:
o The need for more time and better time management
o The need for more practical hands-on experience: demonstrations of tutorials,
experience of outside activities and actual unit activities
o The need for a solid overview and understanding of the course framework and
sequence and the separate parts before tackling individual units and activities within
them. Suggestions were more preparation before the workshop, talking through the
whole course or giving an outline summary.
Q8. Are you likely to take further action towards using this module? Please explain your
answer.
(Answers here are covered in Annex 6)
Q9. Can you tell us about anything new that you have learnt during this workshop that will be
useful for your professional work?
One participant was particularly interested in the situation analysis component. Four
emphasized the value of trying to “translate” technical terms into simple language (this activity
was shared by all (Unit 2) and many found it challenging and interesting).
ENACT Tutor Briefing Workshop – Nairobi, Kenya, June-July 2015- REPORT
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One participant said the workshop simply reinforced what she knew already and had already
adopted in her teaching and learning objectives.
The largest group of comments (8) focused on the approach adopted by the course. Some
generally approved the mode of delivery, the added interest of the teaching style and the
methodology (“the way to go”). Others specifically mentioned the practical approach and
examples, the emphasis on independent learning, the value of tutorials and “outside activities”,
and learning from others’ field experience.
Four mentioned the emphasis on the relationship of educators with people: the need to know
the people we are dealing with, build on what they know and perceive, interact with them and
learn from them, encourage existing good practices, ensure ownership and help people to seek
their own solutions.
Q.10 Any other comments?
There were several expressions of appreciation of the workshop and the course. Some
participants reiterated points already made (e.g. the need for short courses, the importance of
involving national institutions). Two raised points which had been discussed in the workshop
but had not received much attention in the course evaluation. One was the question of
whether this workshop was really ToT or rather a briefing for those intending to use the course;
the other was the need to establish a network in order to follow developments in nutrition
education across Africa.