HFS Book1 Module1

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HFSHOUSEHOLD FOOD SECURITYUNISA | SAIDE | WK KELLOGG

Introduction to Household Food Security

Module 1: PHFS01K

college ofagriculture andenvironmental sciences

E


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Introduction to Household Food Security

Module code: PHFS01K

Author: FM Ferreira

Project leader: A Barlow-Zambodla

Critical reader: I Schmidt

Educational consultant: E Whitlock

Language editor: WD Coetzee

Layout artist: M Visagie

University of South Africa


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C 2009 University of South Africa

All rights reserved

Printed and published by the South African Institute for Distance Education and the Univeristy ofSouth Africa.

This studyguide, PHFS01K Introduction to Household Foodsecurity, was developed for the first pilot

run of the Programme for Household Food Security in agreement between the South African Institute

Distance Education and the University of South Africa.

BY NC SA

This work is licensed under the Creative Commons Attribution-Non-commercial-Share Alike License.

This means:

You are free:

to Share to copy, distribute and transmit the work

to Remix to adapt the work

Under the following conditions:

Attribution You must attribute the work in the manner specified by the author or licensor (but not in any way

that suggests that they endorse you or your use of the work).

Noncommercial You may not use this work for commercial purposes.

Share Alike If you alter, transform, or build upon this work, you may distribute the resulting work only under

the same or similar license to this one.

Acknowledgements for the use, for educational purposes only, of material taken from the followingdocuments:

Novia Scotia. 2005. Thought about Food:A Workbook on Food Security and Influencing PolicyThe Food Security Projects of the Novia Scotia Nutrition Council and Atlantic Health PromotionResearch Centre, Dalhousie University. www.foodthoughtful.ca


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Acknowledgement

The project for training household food security facilitators was initiated by the South African

Institute for Distance Education (SAIDE) that submitted a proposal to the WK Kellogg Foundation

and received funding to help facilitate the design and development of the programme aimed at

further upgrading the skills of community development workers and volunteers. SAIDE approached

the College of Agriculture and Environmental Sciences of the University of South Africa (UNISA,

CAES) and the two institutions signed a memorandum of agreement in this regard. The programme

was to be offered by UNISA as a Short learning programme. The project is being overseen by a

Steering Committee, under the leadership of Dr M.J Linington (Dean, CAES, UNISA) and Ms J

Glennie (Director, SAIDE).

This study guide for the module PHFS01K Introduction to Household Food Security is the first of

six modules in the programme to be piloted with a group of volunteers linked to non-governmental

organisations (NGOs) in the Eastern Cape. The Eastern Cape Non-governmental Organisation

Coalition (ECNGOC) has supported the strategy through advocacy and helping to link organisations

with the project, thus enabling the recruitment of practising volunteers or community development

workers who want to be trained and specialise in Household Food Security. The ECNGOC organised

consultative meetings between the UNISA-SAIDE project team and a number of interested NGOs

wishing to participate in the pilot project. The NGOs organised community meetings and identified

students at eight sites who would participate in the pilot study. The NGOs and people to beacknowledged are Student Partnerships Worldwide (SPW), Transkei Land Service Organisation

(TRALSO), The Directorate of Social responsibility in the Anglican Diocese of Grahamstown (DSR),

Africare and an independent community development consultant.

The project is managed by a Project Leader from SAIDE, Dr A Barlow-Zambodla, and has a

designated Programmme Coordinator from CAES, UNISA, Mrs FM Ferreira. Six writing teams

participated in the curriculum development and design process, together with other stakeholders.

The teams were involved in the writing of six study guides (one for each module) and need to be

acknowledged for their dedication to the task of being specialist writers, critical readers, education

consultants and language editors in developing the study packages. Their names will be recorded on

the front page of each study guide. In addition acknowledgements go to a team of people involved

in developing a resource package for Homestead Farming and Water Management for the Water

Research Commission which was also involved in the curriculum design and development process

of this programme.

The Programme in Household Food Security is an approved UNISA Short Learning Programme that

serves to promote community engagement with UNISA by linking curriculum and tuition, research

and community service with the delivery of higher education.This is in line with the UNISA vision: The

African University in the service of humanity.


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Acknowledgement

The publications use to develop and design the qualifications are to be acknowledged. The publicationsare acknowledged the use of their material, content, illustrations, ideas and activities. The material

has been used for educational purposes to design and develop this material study package to train

household food security facilitators for educational purposes in the writing of this study material:

Articles and illustrations have been adapted for use in this training material. These have been taken

from publications where the publishers indicated that parts of publications or illustrations may be

used for educational purposes provided that the sources been acknowledged. Where this has not

been done and recognised as such, the writing team does acknowledge the relevant publications:

The publications used are:

Carter, I. 2001. Series: A PILLERS guides: Teddington: Tearfund.

De Sagte, R. 2002 Learning about livelihoods: Insights from Southern Africa., UK, Periperi.

Publications and Oxfam Publishing.

Food and Agriculture Organisation. 2004. Rural households and resources: A guide for extension

workers. Socio-economic and gender analysis proramme. Rome, FAO.

Food and Agriculture Organisation. FAO. 2007. Food security information for action: Series. EC-

FAO Food Security Programme.: Rome, FAO. Available at: http://www.foodsec.org/d. [CDs]

FSAU. 2005. Nutrition: A guide to data collection, analysis, interpretation and use. Second edition.

Nairobi, Food Security Analysis Unit for Somalia.

International Federation of Red Cross and Red Crescent Societies. 2006 How to conduct a foodsecurity assessment: A step by step guide for National Societies in Africa, Geneva, IFRC.

NSNC/AHPRC Food Security Projects. 2005 Thought about Food: A Food Security and Influencing

Policy. University of Dalhousie, Novia Scotia. Available at: http://www.foodthoughtful.ca


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Table of Contents

Introduction to the module ........................................................................................................ixPurpose of the module ............................................................................................................x

How Module 1 fits into the programme? .................................................................................x

Overview of modules ................................................................................................................xi

Module 1 outcomes ............................................................................................................... .xii

Brief outline of the units ............................................................................................................xiii

What is in your study pack? ......................................................................................................xiii

The teaching approach for this programme ............................................................................xiv

How will you know what to do in the study guide? ...................................................................xvThe module map ...................................................................................................................xvi

UNIT 1 Finding out about food security .........................................................................1

Introduction ...............................................................................................................................1

Specific outcome and learning outcomes ..................................................................................2

Key Concepts ...........................................................................................................................2

Start-up activity .........................................................................................................................3

What are food security and food insecurity? .............................................................41.1. The food security model ............................................................................................61.2.Defining food security ....................................................................................61.2.1.Steps in intrepeting a food security model ..................................................81.2.2.

What is the human right to food? ...............................................................................221.3.1.3.1 The right to food in the South African Constitution ......................................221.3.2 What does the human right to food mean to me, as a faciltator? .................26

Concluding remarks ...............................................................................................................26

UNIT 2 Linking household food security with nutrition and livelihoods ............27

Introduction .............................................................................................................................27

Specific outcome and learning outcomes ...............................................................................27

Key concepts .........................................................................................................................28

Start-up activity ......................................................................................................................292.1 How do we define a household and its environment? .............................................31

2.1.1 The environment in which a household functions ......................................312.1.2 The household ............................................................................................32

2.2 What is the link between household food security and nutrition? ............................372.2.1 What is the difference between food security and food security status? .....392.2.2 What are the meanings of the terms food, nutrients and nutiriton? .............42

2.2.3 What is the difference between nutritional security and nutritional status?..442.2.4 What are the causes of malnutrition? ............................................................522.2.5 How does malnutrition link with household food insecurity? .........................54


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2.2.6 How does hunger link with food insecurity? .................................................552.2.7 What is the link between poverty and food insecurity? ...............................57

2.3 What is the link between housheold food security and livelihoods? ........................582.3.1 What are livelihood strategies? ...................................................................592.3.2 What are livelihood assets? ........................................................................612.3.3 What are coping strategies? .......................................................................65

2.4 Food insecurity assessment and analysis ..............................................................68

Concluding remarks ...............................................................................................................70

UNIT 3 Stakeholders and action for food security ................................................71

Introduction ............................................................................................................................71

Specific outcome and learning outcomes ......................................................................72

Key concepts ...............................................................................................................72

Start-up activity ...........................................................................................................733.1 Vulnerability and how it applies to food security .....................................................74

3.1.1 What is vulnerability? ..................................................................................743.1.2 What is the duration of food insecurity? .......................................................813.1.3 What is the severity of food insecurity? ........................................................83

3.2 Strategies to address food insecurity ......................................................................843.2.1 Short-term relief strategies ..........................................................................853.2.2 Household and community capacilty-building strategies .............................863.2.3 Strategies to change the system .................................................................89

3.3 Policy in action for food security ..............................................................................933.3.1 Policies on a micro level ..............................................................................933.3.2 Policies on the meso and exo levels ............................................................943.3.3 Policies on a macro level .............................................................................85

3.3.4 South African food security policy and strategy ...........................................98Concluding remarks ............................................................................................................104

UNIT 4 Taking action for household food security ................................................105

Introduction ..........................................................................................................................104

4.1 Build good working relations ..................................................................................1074.1.1 Be honest ..................................................................................................1074.1.2 Be calm and polite .....................................................................................1074.1.3 Be fair .........................................................................................................107

4.1.4 Be well informed ........................................................................................1074.1.5 Be helpful ...................................................................................................1084.1.6 Take the long view, and celebrate the small successes ............................108

4.2 Portfolio activities and the Triple A Cycle ..............................................................1094.3 Your main tasks in this unit are portfolio activities ....................................................110

4.3.1 Assessing (collection of information) ..........................................................1104.3.2 Analysing information .................................................................................1204.3.3 Taking action ..............................................................................................121

Glossary....................................................................................................................... ....125

Bibliography .................................................................................................................. .127


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List of Activities

UNIT 1: Finding out about food security ........................................................................1Start-up activity .................................................................................................................................3

Activity 1.1 What food security and food insecurity mean to me ..................................................5

Activity 1.2 Interpreting the definition of food security ..................................................................9

Activity 1.3 Factors that affect food security ..............................................................................14

Activity 1.4 Reflecting on the levels of action of our food security model ..................................22

Activity 1.5 The right to have access to food according to the Constitution ...............................23

Activity 1.6 Levels on which food security problems can be addressed ....................................25

Activity 1.7 Reflecting on the right to food ..................................................................................26

UNIT 2: Linking household food security with nutrition and livelihoods .............27

Start-up activity ...............................................................................................................................29Activity 2.1 The members of a houshold ....................................................................................32

Activity 2.2 The household in which Peace lives: Part I .............................................................37

Activity 2.3 Dimensions that ensure a households food security ..............................................39

Activity 2.4 Nutrients and their function in our body ...................................................................41

Activity 2.5 Match traditional foods with the Food-based Dietary Guidelines .............................43

Activity 2.6 Who eats the largest variety of food and insufficeient quantities? ...........................43

Activity 2.7 Nutritional condition of the children in the case study .............................................47

Activity 2.8 The nutritional condition of each child .....................................................................51

Activity 2.9 The vicious cycle of poverty ....................................................................................57

Activity 2.10 The household in which which Peace lives: Part II ..................................................59

Activity 2.11 Identifying household assets ...................................................................................62Activity 2.12 Livelihood strategies to acquire food .......................................................................64

UNIT 3: Stakeholders and action for food security ...................................................71Start-up activity ...............................................................................................................................73

Activity 3.1 Minimising the risk of becoming food insecure ........................................................76

Activity 3.2 Analysing the vulnerability of households ................................................................78

Activity 3.3 Chronic, transitory and seasonal food insecurity .....................................................82

Activity 3.4 Food banks and food pantries as a short-term relief strategy .................................85

Activity 3.5 Working together for change ...................................................................................87

Activity 3.6 The sustainable livelihood Norms and Standards for home-based care givers ......88

Activity 3.7 Some food policies need to be changed .................................................................89

Activity 3.8 Advantages and disadvantages of strategies to address food insecurity ................91

Activity 3.9 Policies on the meso and exo levels benefiting food security .................................94

Activity 3.10 Examining policy impact on food security ................................................................95

Activity 3.11 Analysing data for the policy-making process .......................................................100

UNIT 4: Taking action for household food security .................................................105Start-up activity ...............................................................................................................................109

Portfolio Activity 1.1 Observation checklist and walking through the community ......................111

Portfolio Activity 1.2 Identifying problems .................................................................................113

Portfolio Activity 1.3 Identifying and engaging stakeholders, using a Venn diagram ................117Portfolio Activity 1.4 Writing a scientific report ..........................................................................120

Portfolio Activity 1.5 Taking action (Writing a letter to the authorities) ......................................122


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List of Figures

Introduction ....................................................................................................................................ix

Figure 1.1 The hornbill: Bird of hope ...............................................................................................iFigure 1.2 The Triple A Approach ................................................................................................vi

UNIT 1: Finding out about food security ...........................................................................1Figure 1.3 Looking from different perspectives ..............................................................................1

Figure 1.4 The change of food security and food insecurity on a continuum ................................4

Figure 1.5 The development of the food security definition over time ...........................................7

Figure 1.6 The four dimensions of food security ............................................................................8

Figure 1.7 Levels of action and the four dimensions of food security .........................................18

Figure 1.8 The flow of interventions between different levels of action .......................................20

Figure 1.9 The programmes, structures and stakeholders, acting on each level .........................21

UNIT 2: Linking household food security with nutrition and livelihoods ................27Figure 2.1 Children in a community .............................................................................................29

Figure 2.2 Linking household food security, nutrition and livelihoods ..........................................30

Figure 2.3 Interaction between the natural and socio-cultural environment ................................32

Figure 2.4 How many people live in these houses? ....................................................................33

Figure 2.5 The percentage of household members according to gender ....................................36

Figure 2.6 The continuum of food insecurity and food security with indicators ............................40

Figure 2.7 Building blocks of malnutrition in the food security model ..........................................46

Figure 2.8 Percentage of children with Vitamin A micro deficiency in four provinces ..................49

Figure 2.9 A classification of malnutrition ....................................................................................50Figure 2.10 The nutrition and malnutrition building blocks for food security model .......................53

Figure 2.11 How the malnutiriton cycle fits into the food security model .......................................55

Figure 2.12 The race against hunger .............................................................................................56

Figure 2.13 The vicious cycle of poverty .......................................................................................57

Figure 2.14 Livelihood strategies consist of a range of activities ...................................................60

Figure 2.15 The asset pentagon of the sustainable livelihood framework .....................................61

Figure 2.16 The livelihood building blocks of our household food security model .........................63

Figure 2.17 Strategies for households in Kitui, Kenya in a normal year ........................................64

Figure 2.18 Coping strategies as responses to household food insecurity ...................................67

Figure 2.19 Our completed food security model with livelihood and nutrition building blocks .......69

UNIT 3: Stakeholders and action for food security ......................................................71Figure 3.1 Children at the Food Bank SA in Johannesburg .........................................................73

Figure 3.2 Shocks caused by flooding .........................................................................................75

Figure 3.3 Bag-gardening for growing vegetables .......................................................................76

Figure 3.4 Household livelihood assets, activities and capabilities .............................................77

Figure 3.5 A household that benefits from a food bank and pantry .............................................86

Figure 3.6 Community members consulting with government officials ........................................91

Figure 3.7 Food security and intervention continuum ..................................................................92

Figure 3.8 Producing food locally is good for the socio-cultural and the natural environment .....97

Figure 3.9 The policy-making process .........................................................................................98

UNIT 4: Taking action for household food security ....................................................105Figure 4.1 The Tripple A Approach ...........................................................................................109


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List of Tables

UNIT 1: Finding out about food security ........................................................................1

Table 1.1 The dimensions and levels of action that influence Thandis food security status ...16Table 1.2 Dimensions and levels of action that influence food security status ........................17

Table 1.3 Actions, structures and stakeholders linked to levels of action ...............................20

Table 1.4 Linking people, the items listed in the Constitution and the levels of action ............24

UNIT 2: Linking household food security with nutrition and livelihoods .............27

Table 2.1 Gender of household members ...............................................................................35

Table 2.2 Nutrients and their functions in our body .................................................................41

Table 2.3 Examples of the relationship between malnutrition and food insecurity ..................54

UNIT 3: Stakeholders and action for food security.....................................................71Table 3.1 Chronic and transitory food insecurity .....................................................................81

Table 3.2 Integrated Phase Classification for food security ....................................................84

Table 3.3 Interventions for household food security ..............................................................102


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Introduction to the module

We would like to congratulate you for choosing to take on a leadership role by engaging in community

development, as only a few feel called upon to facilitate the improvement of lives in their community.

We appreciate that your dedication to helping people is based on respecting people, wanting to help

them improve their quality of life, appreciating and supporting cultural differences and being a good

steward of the land, water and wildlife.

Credo Mutwa, an internationally acclaimed cultural historian,

spiritual leader and author, uses a Zulu instruction to learner

healers which says the following:

This inspiring thought should keep you going and encourage

you to remain optimistic when carrying out your important work

in our rural communities.

We would also like to commend you on your decision to improve

your knowledge, skills and attitudes in the important field of

Household Food Security. As you work your way through this

module you will gain a much better insight into concepts that

are relevant to thefield of food security. The module will also

assist you in being able to help people in your community to find

solutions and gain access to the range of services provided by

government. You are also in the important position of knowing

how these services are working and giving feedback to government structures on your communitys

needs and resources.

The overall theme is about linking food security to action. Firstly we need to know what we are talking

about and then we need to find information on policy-makers and the role of other stakeholders in

the implementation of food security policies and strategies. But first we need information, we need

to analyse that information and then we need to plan for action. Let us begin by trying to grasp themeaning of the different words and concepts which we will be using throughout the programme.

Figure 1.1 The hornbill:

Bird of hope

Learn from the hornbill, the bird of unconquerable

hope no matter how bad the drought, no matter how

desperate the famine, the hornbill always holds its head

high, its beak pointed toward a better tomorrow. Never

be like a crow whose ugly beak points earthwards in

pessimism be ever like a hornbill my child.


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Purpose of the module

This module is your first step on the journey towards understanding how the issues related to food

security can be addressed. The modules that follow will take you step by step ever closer to seeing

the bigger picture which, in turn, will empower you to make a real difference in your communities.

In this module we will introduce you to concepts such as food security, food insecurity, nutrition security,

livelihood security, food policiesand programmesand the role of stakeholders and facilitators. You will

gain the knowledge and skills required to gather information on many different levels, from the macro

to the micro level. You will also, in time, become equipped to analyse community and household

needs, understand the implications of policies and strategies for communities and households. You

will eventually be able to report on the community situation regarding food insecurity and related

issues and to advocate and request assistance for intervention.

How Module 1 fits into the programme

Each module is an important part of the Household Food Security Programme. The modules for the

programme are the following:

Module 1 PHFS01K Introduction to household food security concepts

Module 2 PHFS02L Participatory extension for household food security

Module 3 PHFS03M Sustainable natural resource use

Module 4 PHFS04N Food behaviour and nutrition

Module 5 PHFS05P Optimising household food production

Module 6 PHFS06Q Food resource management

Module 7 PHFS07R Household food security portfolio

The modules are linked and what you learn in one module will also help you in another. The diagram

given below is a programme map(overview of modules) that will provide you with an overall picture

of the programme. It shows you the main purpose of the programme and what each of the six

modules and the portfolio (Module 7) focus on.


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Overview of modules

Programme in household food security

Orientation for

facilitators - concepts

and tools

Module 1: PHFS01K

Introduction to household

food security concepts

Module 2: PHFS02L

Participatory extension for

household food security

Module 6: PHFS06Q

Food resource

management

Module 7: PHFS07R

Household Food

Security portfolio

Module 3: PHFS03M

Sustainable natural

resource use

Module 5: PHFS05P

Optimising household food

production

Module 4: PHFS04N

Food behaviour and nutrition

The programme prepares and equips students with

relevant skills to strengthen the capacity of rural

communities to respond proactively to meeting their

food, nutrition and livelihood needs. By participation

in achievable projects, individuals and groups in rural

areas are mobilised to acquire confidence and skills so

as to increase their ability to break the cycle of poverty.


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Module 1 outcomes

The table below shows the topics of the four units in Module 1 and gives you a good idea of what you

are expected to know and to do. The assessment in this module is closely linked to the outcomes. It

includes two assignments, workbook activities and portfolio activities. You will find detailed information

about the assessment activities in the General Tutorial Letter.

Unit Specific Learning Outcomes Assessment

1. Finding out about1.food security

1. Interpret the food security model andhow it links to the households abilityto achieve food security

Assignment 1 (10%)

2. Linking household2.food securitywith nutrition andlivelihoods

2. Interpret concepts used to assessand analyse household food security

Assignment 2 (20%)

3. Stakeholders and3.

action for foodsecurity

3. Identify stakeholders and roles that

can contribute to household foodsecurity interventions.

4. Taking action for4.household foodsecurity

4. Compile an observation checklist toidentify food security problems inhouseholds.Make an appointment and meet withstakeholders. (Venn diagram)Write a report of the findings.Formulate a written request (letter)to support a food security activity.

Portfolio activities(60%)

Workbook 10%Selected activities fromall units


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Brief outline of the units

You are expected to identify food security concepts, use them in case studies and collect information

to develop household profiles. You are expected to link vulnerability of households to food security

on a micro level and on a macro level identify stakeholders for support and services to households.

Unit 1 Finding out about food security

In Unit 1 you are introduced to different concepts related to food security, the definitions and

dimensions of food security. You will be able to identify factors on the different levels that influence

household food security.

Unit 2 Linking household food security with nutrition and livelihoods

In Unit 2 you will identify and examine the linkages between household food security, nutrition and

livelihoods. It is important to understand the linkages between the different dimensions of food

security by using case studies to identify food security problems.

Unit 3 Stakeholders and the action for food security

In Unit 3 you will identify the different stakeholders that play a role in mobilising resources and

services to households in communities. You will have to identify stakeholders in the community you

will be working with and find out about their role and activities with households. You will also get a

good idea of which stakeholders can help address to household food security issues and what can

be done to improve the situation.

Unit 4 Taking action for household food security

The work you did in Units 1, 2 and 3 will prepare you to work with households in your community. In

this unit you will get the opportunity to apply these skills when working with households.

What is in your study pack?

Check your study pack for this module. It should contain the following:

This study guide

A module workbook

A tutorial letter 101(TUT 101) with your assignments

and by when you should submit them

A general information tutorial letter 301(TUT 301)

During the year you will receive additional tutorial letters that give you general feedback on theassignments submitted.


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The teaching approach for this programme

What we as people do, flows from plans we make, based on information we have at the time, and

how we understand that information. As we start implementing our plans, we learn more and can

therefore improve our plans and actions. The approach that we will use, not only in this module, but

also in all the modules to follow, is the Triple A approach.

The use of the Triple A approach will be to guide your learning by engaging you in a cyclical process

of assessing, analysing and acting based on the new information which you have learnt.

The Triple-A is one of many ways in which this ongoing planning and re-planning process is

described. We gather information (assess), think about it and use it to come up with plans (analyse),

implement those plans (act), all the while gathering new information.

How will the Triple A approach be implemented in this module? In this module the Triple A approach

will be implemented in the following way, Unit 1 will offer information on the key concepts of the

food security systems model; Unit 2 will provide insights on how to link household food security with

nutrition and livelihood security; Unit 3 will focus on policy makers and other stakeholders concernedwith food security action and activities; in Unit 4 you will apply skills to enable you to work with

households to improve their food security situation.

Figure 1.2 The Triple A Approach

(Adapted from FAO, 2005)

ASSESSMENTCollecting currentinformation on keyissues / indicators

ACTION

Developingstrategies oraction plans tosolve problemsand improveimplementationsactivities

ANALYSIS

Interpreting theinformation, makingsense of it, identifyingareas that needimprovement


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How will you know what to do in the study guide?

We make use of symbols, icons or shades of colour to show you what you are expected to do.

Text activities These are learning activities that encourage you come up with

your own ideas as you read the text.

Icon for

workbook

activities

Some activities have been selected to help you to reflect on your

own context and deepen your understanding of the main issues

dealt with in the module. You will either do these activities by

yourself or in a group. These are workbook activities which are

provided in the study guide but which should onlybe completed

in the workbook.

Case studies inblocks

We have included a number of short case studies that reflect what is

happening in practice in different parts of South Africa and in other

parts of the world. The case studies serve two main purposes: to

give you examples of what people are doing in different contexts

and to invite you to reflect on these experiences as they will help

to strengthen your insight and understanding of the issues to be

addressed.

Peoples voices Boxes in the text give quotes of experiences of household members

on food security. Some boxes also give quotes from people and

descriptions of events.

Icon for portfolio

activities

The activities with the households in Unit 4 are portfolio activities.

They are practical activities and you will be required to produce

specific evidence for your portfolio in order to complete them.

Concept boxes Boxes in the text give definitions and explanations of concepts.


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The module map

The module map gives you an overall picture of what Module 1 is about.

Unit 1: Finding out about food security

Unit 1:Finding out

about food security

Concepts on household

food security

Unit 2: Linking

household food

security with nutrition

and livelihoods

Identify linkages

between dimensions

Unit 3: Stakeholders

and action for food

security

Identify stakeholders

and policy options

Evidence for Portfolio

Unit 4: Taking action for household food security

Work with households to develop solutions for improved

consultation between households

and stakeholders

Work with

households to

Assess and analyse their own

household food security

Strengthens stakeholder

consultation for action


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Unit 1:Finding out about food security

IntroductionWhen you look at Figure 1.3 what doyou see?

Some people will say they see a young

woman and some will say they see an

old woman and some will see both an old

and a young woman. We often look at

the same object and see different things.

We often form an initial impression that

makes it difficult for us to see things in a

different way.

If we, who care and work in communities,

want to address the issue of food security

we need to look at the issue from

different perspectives. Sometimes the

way we see an issue or problem greatly

affects how we resolve or dont resolve

the problem. Sometimes we hang onto

our initial impression or experience with

a problem and are then not open toseeing it differently and thus the problem

remains a problem.

The first unit of this module introduces you to the meaning and dimensions of food security. It also

highlights the importance of these concepts to your work as a household food security facilitator, working

as a community development worker or volunteer or any other position within communities.

This unit consists of the following sections:

1.1 What are food security and food insecurity?1.2 The food security model

1.3 What is the human right to food?

Many problems remainunsolved because people look forsolutions, and not for new ways of

viewing problems.

Figure 1.3 Looking from different perspectives(Adapted from Swendsen and Wijetillek, 1988)


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Specific outcome and learning outcomes

The specific outcome for this unit is to interpret the food security system model and how it links to ahouseholds ability to achieve food security.

Learning outcomes Assessment Activities Actual time spent

Workbook activities

1. What are food

security and food

insecurity?

2. The food security

model.

3. What is the human

right to food?

Start-up activity (30 minutes)

1.1 What food security and food insecurity mean to

me (15 minutes)

1.3 Factors that affect food security (30 minutes)

1.6 Levels on which food security problems can be

addressed (30 minutes)

1.7 Reflecting on the right to food (15 minutes)

Assignment

Assignment 1: Information for this assignment is

contained in Tutorial Letter 101 (3hrs)

The table above shows you the learning outcomes that you will notice are linked to the three

sections that are addressed in this unit and to the list of assessment activities for this unit. A time

estimate is shown for the completion of each activity. This will help you to plan the use of your time.

When you have completed the activities, write down the actual time you spent on them.

Key Concepts

Food security

Food availability

Food accessibility

Food utilisation

Food stabilityFood insecurity

Micro level

Meso level

Exo level

Macro level

Natural environment

Socio-cultural environment

Right to food


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To protect the water, land and people who grow and produce food, I. .should be able to grow my own foodhave to ensure that food can be produced for my childrens childrenhave to ensure that growing, producing, processing, storing, and selling fooddoesnt hurt our environment or our communitiesneed space, land, water and soil for farms and gardens

must be aware that people can earn a living wage by growing, producing,processing, handling, selling, or serving foodmust be aware that our water needs to be clean enough for us to drink and forfish to survive in.

After you have completed this activity, reflect for a moment on the questions below. Write the answers

in your workbook.

Was there anything that surprised you in the questionnaire?1.

Could you or someone you know connect with the statements?2.

Was there anything you had not thought of before?3.How does this make you feel?4.

You will gain a much better insight into what food security is all about, as you work through this unit

and the other units in this module.

1.1 What are food security and food insecurity?

Food security,simply put, means being able to get all the healthy food with enough nutrients you

need and to enjoy it with friends and family. Food security also includes being able to make a living

by growing, harvesting and processing food in ways that protect and support both the land, sea and

food producers, thereby ensuring that there will be healthy food for our childrens children. Food

security is the goal we are working towards.

Food insecurity is the opposite of food security.Food insecurity means not being able to get enough

food or enough healthy foods that you need, like and enjoy. It means wondering about where your

food is coming from or worrying about where your next meal will come from. It means wondering if

there will be less food in the future because of the way we are growing and producing food at

present.

Figure 1.4 The change of food security and food insecurity on a continuum

Food security Food insecurity

More LessFood Secure


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Food security changes from more food-secure to less food-secure, in other words food insecurity.

As you continue on your way through this module, you will come to understand the change in food

security and food insecurity status of the households when the circumstances of the household

change on a continuum (over time), as livelihoods change.

We can summarise the difference between food security and food insecurity as follows:

Food security versus food insecurity

Food securityoccurs when everyone can afford to purchase and is able to access nutritious and safe foodthat they enjoy eating

is when everyone can access food in a way that does not compromise human dignity

means food is grown and accessed in ways that are environmentally sound and socially just

means you can feel confident about the food you are eating and that you will have enough

is about sharing and celebrating your food

Food insecurityis when you cant access foods that you enjoy and the need for you and your family to behealthy

is not having sufficient and safe food for future generations

is feeling stressed about whether you have enough food or about where your next meal iscoming from

is worrying about the safety of your food and about what is in it

(IFRC & RCS, 2006)

We will explore food insecurity in more depth in Unit 2, but before we take a closer look at food

security, please complete the next activity.Facilitators Notes

Activity 1.1 What food security and food insecurity mean to me

Complete this activity in groups or on your own in your workbook.

Aim: Describe the concepts food security and food insecurity in pictures or in words.

Time: 15 minutes

What you must do

Now that you have worked through the food security questionnaire, look at the items you have1.checked.

Use the points that you have checked, as well as the information given above, to describe, in2.

pictures or in words, what food security and food insecurity mean to you.


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Comments on Activity 1.1

Words that may be used to describe food security are more positive and include:

being able to get the food I need

being able to eat safe and healthy food

being able to get food that I like and want to eat

protecting the water, the land and the people who grow and produce food.

The words people use to describe food insecurity are usually very negative. You may have used

words like shameful, embarrassed, no control, or helpless. In Hawaii a study on food security and

peoples opinions on it was done to try to find ways of measuring food security or food insecurity and

hunger. The most important characteristics of hunger were the shame and feelings of incompetence

and vulnerability of not being able to feed the family or the children; not knowing where the next meal

is coming from and how long until there may be a next meal.

We want to encourage you to talk about food security to anyone who will listen! Talking about food

security is a good way to get others in your community thinking about these issues as well. And

thinking about food security is the first step in doing something about it.

The start-up activity, as well as Activity 1.1, have given you the opportunity to share your experiences,

feelings and thoughts on food security and food insecurity, which you will be able to identify in the

definitions and descriptions that we will be dealing with in this section.

1.2 The food security model

Before we examine a food security model, you need to understand how food security can be

defined.

1.2.1 Defining food security

The concept of food securityhas evolved over time. The issue of food security was highlighted by

the world food crisis in 1972-74. The crisis caused adverse (negative) conditions in several parts

of the world, which reduced grain supplies. The need for grain therefore doubled its price on the

international market and this threatened the food security status of food-importing countries. As a

result, the first World Food Conference, held in 1974, focused on global food production, trade andsupplies.

The original food security debate therefore paid close attention to the adequate supply of food as

well as ensuring the stability of food supplies by means of food reserves. This is still the situation

today on the national level which ensures the stability of food supplies, as well as the ability to export

to or import from other countries.

You will find that there are several definitions for food security. They have been constantly changing

down the years, often focusing on the household and individual. Although these definitions have

different wording, the meaning of all definitions of food securityis essentially the same. The definitionthat has been formally endorsed on a global level is the one that was developed at the 1996 World

Food Summit held in Rome.


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Figure 1.5 The development of the food security definition over time (FAO)

Definitions of food security

1. De

finition: All people at all times have both physical and economic access to the basicfood they need (FAO Committee on World Food, 1983).

2. Definition: Access by all people at all times to enough food for an active, healthy life

(World Bank).

3. Definition: When all people at all times have access to sufficient food to meet theirdietary needs for a productive and healthy life (USAID Bureau for Africa, 1986).

4 Definition: Food security exists when all people, at all times, have physical and economic

access to suffi

cient, safe and nutritious food that meets their dietary needs and foodpreferences for an active and healthy life (World Food Summit definition of Food Security,

1996).

5. Definition: A person, household or community, region or nation is food secure whenall members at all times have physical and economic access to buy, produce, obtain or

consume sufficient, safe and nutritious food to meets their dietary needs and food

preferences for an active and healthy life (IFRC & RCS, 2008).

We can use the definitions of food security to develop a food security modelto show you the bigger

picture of how to approach food security. Knowledgeable people in a specific field, such as the food

security field, often use models, which they have developed under controlled conditions, to help

them explain what they observe in real life.

1970s

1980s

1990s

2000s

2015

Focus on world food supplies.

Securing food access to vulnerable people.

Sufficient food and concern with protein-energymalnutrition.

Move to consumption of safe nutritious food, dietaryneeds and cultural preferences.

Towards physical, social and economic food access to

half poverty and hunger by 2015.


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1.2.2 Steps in interpreting a food security model

We will show you, step by step, how to interpret a food security model.

STEP 1: The four important dimensions of the food security model in the definitions

There are four dimensions in the food security definition that form the backbone of the model. What

are these dimensions?

Figure 1.6 The four dimensions of food security

Economic and physicalaccess to food.

Physicalavailability

of food

Food utilisation

Stability of the three dimensions over time (into the future)


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Activity 1.2 Interpreting the definition of food security

Complete this activity on your own in this study guide

Link the correct phrase from the definitions given above, with the question in Column 1 and the

dimension in Column 3. Write the phrase from the definition in Column 2.

Column 1 Column 2 Column 3

Questions Add the correct phrase

from the definitions in this

column

Dimension of food

security

How much food? Availability

How will we get hold offood?

Accessibility

Who should get foodand when?

Utilisation

What kind of food? Stability

Comments on Activity 1.2

In Column 1 questions are given in the boxes. The first question, How much food?, refers to

enough food being available for a healthy, active life. This phrase refers to the dimension food

availability. The food should not only be available out there, but enough should be available for each

person to be healthy.

The second question refers to how this food will be obtained The phrase physical and economic

accessrefers to whether the food that is available can be accessed by each member of the household

by means of the household growing it or purchasing it. This phrase therefore links to accessibility.

The third phrase refers to safe food, nutritious foodand food that will meet the households dietary

needs. These phrases have to do with the utilisationof food by the household and by each member

of the household.

The fourth and last phrase refers to who should get the food and when. The phrase from one of the

definitions is very specific and is that food should be available for all people at all times, bringingstability. Each of these dimensions of food security therefore has an explanation.


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STEP 2: Explaining the four dimensions of the food security model

Each of the four dimensions of the model has a specific meaning, as you will see below.

Food availability in a country, region or local area means that food is physically present because

it has been grown, manufactured, imported and/or transported there. It has become obvious that

national and international food availability in itself does not ensure food availability at the householdlevel. Food at the household level is available if it is produced on the local farms, on the land or in

household gardens, or because it arrives as food aid. This is food that is visible and available in the

area.

Food access is the way different people can obtain the available

food through a combination of household production, supplies,

purchases, barter, gifts, borrowing, food parcels or grants. Access

depends on income available to the household, on the distribution

of income within the household and on the price of food. It also

depends on the market and the social and institutional rights to

which individuals have access. Food access is ensured when

communities, households and all individuals within them, have

adequate resources, such as money to buy seeds for household

production or to obtain the appropriate foods for consumption as

part of a nutritious diet.

Food utilisation is the way people use the food and is dependent on the quality of the food, its

preparation and storage methods, the nutritional knowledge of the households, as well as the health

practices applied. These would include nutrition, child care, sanitation, and the cultural practices

that impact on the food consumption of a nutritionally adequate diet by household members. Certain

diseases negatively affect the absorption of nutrients, whilst growth requires the increased intake of

nutrients.

The stability dimension of food security highlights the importance of having to reduce the risk of

any adverse effects on the three other dimensions, namely food availability, access to food and food

utilisation. The stability dimension of the definition is evident in the phrase all people atall timesand

therefore integral to the definition.

All peoplecan refer to the varying degrees to which people are food secure and will be

differently affected by adverse events such as changes in the economy, unemployment,

rising food and/or fuel prices, adverse weather conditions such as droughts, floods and

conflict and war. We have to assess variations in food security status between different

groups. Most commonly humanitarian and development agencies differentiate between the

groups of people according to their main livelihood (source of food and income) in addition

to other factors such as geographical location and wealth.

All times recognises that peoples food security situation may change. Even if the food

intake of people is adequate today, they may still be considered food insecure if they have

inadequate access to food on a periodic basis. Adverse weather conditions, droughts and

floods, or economic factors such as unemployment or rising food prices may impact on

peoples food security status.


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Each of these dimensions is present on the four levels, on the macro level, the exo level, the meso

level and the micro level. Work through the next section and discover how each one of these

dimensions and levels is linked.

STEP 3: Explaining the levels of the food security model

Before we examine the levels of the food security model you need to understand the reasonswhy people are concerned about food insecurity. There are many reasons why people have these

concerns. We care because food insecurity impacts negatively on the socio-cultural environment

and also on the natural environment.

What is the socio-cultural environment?The socio-cultural environment is made up ofourselves, our children and families, our communities, our society, our cultural heritage, theeconomic and political structures, the leaders and decision makers.

What is the natural environment?The natural environment provides our natural resources suchas soil, water, air and biodiversity, including wild plants and animals.

These two environments include all aspects of our concern about food security namely:

children and families

communities

health

transport and infrastructure

economy

natural environment

socio-cultural environment

We will examine our concerns for food security,

which take place on various levels.

We are concerned because of our children

and families

Food insecurity can be very stressful. We can be anxious about having enough food for our children

and other members of the family as well as being able to give them nutritious food. This kind of stress

can be bad for our relationships and health. Feeling stressed and insecure can lead to depression,anger, diabetes, and high blood pressure. It can also make it harder for us to fight off infections like

colds and flu.

We are right to be concerned about these issues. Poor nutrition in childhood can affect the

development of both the body and the mind. Poor nutrition in childhood has effects that last a lifetime.

The household level is referred to as the micro level. These problems in the household are very

close to us and mostly need our actions to solve them. Not having enough good food can make it

harder for children to do well at school and even to stay in school.


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We are concerned because of our communities

There is much truth in the proverb that you need a village to educate children. The household and

community on the meso level are usually integrally linked and therefore also have a strong influence

on each other. Social groups and social networks act as support mechanisms in the community.

A healthy community is one in which all members have access to a safe, culturally acceptable,

nutritionally adequate diet through a sustainable local food system that maximises self-reliance andsocial justice.

Food insecurity, inequality, poverty and unemployment have a negative effect on communities, which

can even lead to community breakdown. The disintegration of social structures at the community or

meso level can, in turn, lead to increased crime when people turn to stealing or dealing in drugs. In

a healthy community, people care for each other, have good leaders and live in harmony because

they are food secure. Good leaders should have sound relationships with stakeholders and local

government structures on the exo level so as to have a hand in the allocation of resources.

We are concerned because of our health

Our health is largely affected by food security and that is why one way to improve food insecurity is

from a health perspective. This means that we recognise that food insecurity has a major impact on

our health and the health of our children, family and on the people in the community. Factors that

impact on food insecurity and therefore on health are personal health factors and coping skills, the

infrastructure, the economy, society, social networks and political structures.

We are concerned because of our transport and infrastructure

In South Africa there is a rural and urban divide. Businesses are concentrated in large cities and

towns. In smaller towns and villages there are smaller businesses whose prices are influenced by

the availability of commodities and transport costs. People travel or migrate over long distances for

employment. They also travel for shopping and for general business. Those who cannot afford to

travel must buy from local stores or from vendors. This is not always regarded as the best option but

it undoubtedly saves on transport costs.

The provision of infrastructure such as roads, transport, housing and electricity is also available to a

lesser degree in rural areas though delivery is slow and often inadequate. This influences the access

to and storage of food. The availability of transport and infrastructure also improves food production

towards commercialisation and could increase profit from sales.

We are concerned because of our economy

Individuals and communities that are food secure can learn and work more effectively. Students

focus better and increase their performance which ultimately will equip them better to contribute

towards the economy. In the workplace workers are able to concentrate better and increase their

productivity. All of this contributes to economic growth and the creation of more job opportunities

for the unemployed. Thus a food secure and healthy nation can create the conditions for further

economic growth.

One of the resources that is available in many poor communities and which can be used to improve

livelihoods and food security is agricultural land. Using a currently underutilised resource, namely


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agricultural land, can also contribute to economic growth and a better environment for all of us.

South Africa has two agricultural economies, commercial and small emerging. A third economy,

small holding or subsistence, is sometimes added to the other two categories.

We are concerned because of our natural

environment

Why are we concerned about the natural environ-

ment? The way in which some people produce and

process food can be harmful to the natural environ-

ment. In places with high levels of food insecurity

people often engage in the unsustainable harvest-

ing of natural resources and use poor land practices

in order to survive. Poor agricultural and land use

practices can lead to:

soil erosion

water and air pollution

the loss of natural vegetation

decrease in numbers of wild animal species

fish stocks being depleted.

the land available for growing food being overutilised.

the traditional food sources of many cultures being destroyed.

To ensure sustainable food security, we need planning and policies that protect our land,

water and other natural resources. You willfind out more about this in Module 3.

We are concerned because of our socio-cultural environment

The word environment not only refers to the natural

environment but also to the social and cultural (socio-

cultural) environment which is made up of different

components. The socio- cultural environment

includes all aspects that concern us as humans to

be healthy and make a sustainable living. If we do

not care about our socio-cultural environment it canbe destructive to:

our children and families and their health

our communities, social, and religiousorganisations

our cultural heritage, language, celebrations and traditional food systems

our local economy, our safety and our properties, and

our economy, infrastructure, livelihoods and our ability to make a living

(Adapted from NSNC/AHRRC Food Security Projects, 2005)

You will learn more about the socio-cultural environment in Module 6.

Now complete the following activity to see how food security affects all aspects of peoples lives.


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Activity 1.3 Factors that affect food security

Complete this activity in groups or on your own in your workbook.

Aim: Show an understanding of the factors that can influence Thandis household food security.

Time: 30 minutes

What you must do

1. First of all read Thandis case study, which is given below. Note the factors related to health that

are the basic and underlying causes affecting Thandis food security status. The questions that you

must answer follow immediately after the case study.

THANDIS STORY(Case study adapted from NSNC/AHPRC Food Security Projects, 2005)

Thandis friend had to take her to the hospital because she passed out at workthis morning. But why did she pass out?Because she has been skipping meals.Factors: personal health practices and coping skills.

But why does she skip meals?Because she doesnt have much food in her house or she is too tired to cook atnight.Factors: social and physical infrastructure.

Why doesnt she get more food to eat?Because she only has R30 left until her next salary and she cannot get to the spazashop, which is far from her house. Sometimes she collects food at the soup kitchenat the local church.Factors: economy (income which affects her social status), infrastructure and

social support.

But why is the grocery shop so far away?There used to be a spaza shop nearby but it closed down a few months ago, after abig supermarket opened a distance from her home, but it is too far for her to walk.The vendors are expensive and sell mainly potatoes and cabbages.Factors: physical infrastructure, economy and availability of a few starchy and

fibrous foods which provide little variety.

But why doesnt she have more money for food or transportation?

Because she is a single parent and only works part-time.Factors: employment, gender roles.


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But why doesnt she work longer hours?Because she cant find affordable childcare for the whole day. Her mother lives toofar away and her pension is too small.Factors: social support and grants, employment conditions.

But why doesnt she have a family member or friend to help her out with child-care?Because she hasnt lived in the city for very long and doesnt know many people andher family all live in a smaller rural community.Factors: social support networks, rural-urban migration.

But why did she move to the city?Because there are not many jobs in her home community and the business where sheworked close down. She thought there would be electricity and water in the city,but she can only afford a shack.Factors: social support, employment conditions, economy, infrastructure/local

government services.

But why did the local business where she worked close down?Because there is a global and national recession and food, energy and fuel pricesare high. Large companies struggle to make a profit and often close down theirbranches.Factors: Economic policies, high prices and smaller profit, companies and

industries close down.

2. Use the information in the case study on Thandi to carry out the following tasks:

2.1 Complete the cells in Table 1.1 below, using statements from the case study, as well as

factors based on your own experience or opinion.

2.2 Take another look at this table. The rows indicate the level where action is required, starting

with the micro level at the top and ending with the macro level at the bottom. Although we

have not yet defined the macro-level, you need to be aware that the term macro refers to

the highest level.

2.3 Now find the aspects from the case study that relate to the food security dimensions and

decide on which level the action to address the problem takes place. Write your answer

alongside the level in Table 1.1, where this specific problem may occur.


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Table 1.1 The dimensions and levels of action that influence Thandis food securitystatus

Action levels Dimensions

Availability Access Utilisation Stability

Micro level

Meso level

Exo level

Macro level

The natural and socio-cultural environment

Thandis story shows you how complex and interrelated the factors are that affect food security and

therefore also our health. These factors control or affect the allocation and use of resources on thedifferent levels of action.

Comments on Activity 1.3W

The issues we are concerned about in food security, that affect the individuals and the family, the

community, the economy, transport and infrastructure, health and the environment that you

worked with in Activity 1.3, all interact with each other and cannot be seen as separate issues.

If Thandi cares about these issues, on which levels of action can Thandi possibly interact with the

issues to improve her food security status?

We can see that the above interactions belong on different levels of action and the resources are

controlled at varying distances from Thandi and her family. Thandi may be able to talk personally to

her children and family members (micro level) or to members of her care group or community (meso

level). It may be more difficult for her to talk to the members of the community water committee,

however, since she has not been in the city for long. If this is an institution falling under the local and

provincial government, it may be even more difficult for her to make contact (exo level). She is even

less likely to talk to the officials of national government institutions or to the Ministers of Water and

the Environment (macro level). You can see the dimensions and levels where action is possible in

the table below. (The table which you have already completed could look more or less similar to thistable.)


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Table 1.2 Dimensions and levels of action that influence food security status

Action levels Dimensions

Availability Access Utilisation Stability

Micro level Thandi does notgrow crops forfood

Distance fromshop to home.No food inhouse.Small income only R30 left.Works part-time.Single parent.

Skipping meals.Too tired to cookat night.Little choice offood sourceslocally, onlystarch andfibrous foods

End of themonth monthlyinsecurity.

Meso level Spaza shop

closed.Vendors few andexpensive.

Family is far

away in ruralcommunity.Her mother livestoo far away.No jobs in localcommunity, faraway.

Childcare for

whole day notaffordable.Soup kitchen meal from localchurch

Few social

networks.Does not knowmany people.Friend takes herto hospital.

Exo level Supermarket isfar away.Too far to walk.

Vendors buyonly potatoesand cabbagefrom commercialfarms.

No money fortransport.Large

businessesclosed down ormoved. Thanditaken to hospital.

Stays in shack.No clean wateror electricity

Lack ofemployment andservices.

Macro level Agriculturaland Marketingpolicies.Poor economy.

Social policy.Old age pensioninadequate.

Health policies.Water andsanitationpolicies.

Alignment ofpolicies.

Natural and socio-cultural environment

The micro level is linked to issues that can be addressed by heads of households or care givers,

households as a group and groups outside the household. The meso level row is linked to issues

and projects which can be resolved or initiated by community leaders and their structures. The exo

level row is linked to programmes based on those policies that need to be implemented by provincial

and local government leaders and officials so as to provide the services needed. You may not have

completed the macro level row. In this row the issues are linked to the policies and strategies of

government which our political leaders and government officials are responsible for. If you read

the table vertically, the illustration below gives the direction of action from micro to macro level andthe four dimensions of food security. We will use it in this manner for this household food security

programme.


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Figure 1.7 Levels of action and the four dimensions of food security.

The micro level we usually refer to as the household. Thandi and I and our households, influence

each others food security. A household can be described as a group of people, whether they are

related or not, sharing resources, sitting around one hearth and eating from one pot. This household

environment, which could also be referred to as a homestead which affects Thandi and me and

our families is called the micro-level.Certain decisions made in this micro environment, as well

resources in it, can be controlled by ourselves.

Food production Food production

Income fromemployment or

business activities

Food preparation

and nutritionpractices

Food preservation

and storage

practices

Distribution of food

within households

Food preservation

and storagepractices

Food production

stability strategies

(sustainable

increased

production; reduced

seasonality)

FOOD SECURITY

Naturaland

socioculturalenviron

ment

FoodAvailability

FoodAccess

FoodUtilisation

FoodStability

EXO

level

MESO

level

MICRO

level

MACRO

level

Local markets

Food production at

community level

Transport systems

Local markets

Job and income

generation

opportunities

Social systems

of exchange e.g.

bartering, charity

etc.

Management and

control of water and

sanitation systems

Community

nutrition, health and

sanitation education

programs

Community food

preservation and

storage programs

Community natural

resource education

and protection

programs

Regional markets

and transport

systems

Agricultural projects

and programs

Marketing

and transport

infrastructure

development and

maintenance

Economic

development

programs

Health services and

programs

Water and

sanitation services

and programs

Food and

agricultural support

programs

Strategic food

reserves and

stockpiling

Agricultural policies

and incentive

schemes

Food import and

export policies

Strategic food

reserves andstorage

Marketing and

transport policies

Policies related

to social support

systems e.g. grants,

food banks, school

nutrition

Health policies

Water and

sanitation policies

Food and

agricultural policies

Strategic food

reserves and

stockpiling


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The meso level we usually refer to

as the community where we interact

with other households, social groups,

social committees and local leaders.

The community can be associated

with a geographical location or area

(natural environment) and people thatshare the same resources and interact

with each other to promote their well-

being and development. These groups

on the meso level may be linked to the

church, schools, farmer and womens

groups, social committees and support

networks (socio-cultural environment).

It is also on this level where education

takes place.

The exo level we usually refer to as the institution and stakeholder level. Thandi and I are

provided with services such as health clinics, schools, water and sanitation, markets, roads and

transport an1d energy such as electricity or coal. The local government (municipalities) and districts

of provinces implement programmes from this level, and decisions are made to control resources.

To most of us it is known that services should be provided to the community through programmes

delivered by the structures of the municipality and some at provincial level. This is the exo level in

which Thandi and I live and should receive services. However we have little say in policies made at

this level and the next level.

The macro level we refer to as

the national and international

levels with their specific political

and ideological structures. Politi-

cal structures are those that make

policies and design strategies for

the implementation of ideological

ideas and programmes. Policies

are made and strategies planned

by political structures on the macro

level. This is the level that Thandi

and I vote for, but have little control

over. We trust those representing

these political strcutures to make

decisions and policies on our be-

half. Decisions are made in terms

of political, economic, social and

welfare issues, the physical envi-

ronment and education.

We can now summarise the various levels that we have been discussed as follows:

NationalPlanning

Commission

Ministry ofFinance

Ministry of

SocialDevelopment

Office of thePresident

Ministry ofAgriculture

Ministry ofRural

DevelopmentMinistry of

Health

Ministry ofEducation


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Figure 1.8 The flow of interventions between different levels of action

Now compare your findings in Activity 1.3 to the flow of actions from the micro to the macro levels as

set out in Table 1.3 below.

Table 1. 3 Actions, structures and stakeholders linked to levels of action

Levels ofaction

Actions Structures Stakeholders

Micro level Household Household decisions andaction

Household members and family

Meso level Project Community developmentprojects, education andtraining

Community leaders and groups /Community-based -organizations(CBOs)

Exo level Programme Provincial and localgovernment:

Implementation ofprogrammes

Local government officials andNon-governmental Organizations

(NGOs)

Macro level Policy National government Politicians and governmentofficials

You can now recognise how complex and interrelated these actions, structures and stakeholders are,

especially if you consider Thandis story and your own situation. You will by now begin to appreciate

how the causes of food insecurity can be addressed and whos role or responsibility they could be.

STEP 4:

Identify the building blocks of each level of action of our food security model

What does our food security model look like at this stage?

Household decisions and action

Project

Programme

Policy

Micro level

Meso level

Exo level

Macro level


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Activity 1.4 Reflecting on the levels of action of our food security model

Complete this activity on your own in this study guide

1. Use Figure 1.9 to write a paragraph in which you briefly explain why food utilisation, access,

availability and stability happen on each level.

.............

.............

.............

.............

2. On which level or levels will you as a facilitator work?

.............

You have now been made aware of the different levels of action. The four dimensions of food security

are present on all four levels of action but in a different form. Each of the four dimensions on a level

affects the food security of Thandi and me and our families. How can we exercise a right to food if so

many people, our families, communities and other stakeholders are involved? Should it not be the

role of government to make sure that every person has access to food? The right to food is written

into the Constitution of South Africa.

1.3 What is the human right to food?

Does Thandi have a right to food, if there are so many factors affecting food security? Can Thandi

make a difference to her own situation. Can you? We hear people talking about the right to food and

especially the right of children to food.

1.3.1 The right to food in the South African Constitution

The right to food in the South African Constitution is based on the Declaration on the Right to Food

by the United Nations (RSA, 1996). This international undertaking demands that governments beaccountable, in the governance of people, to the rights of the people. This consists of a list of several

rights, which we will be expanding on in the next paragraph.

The South African Government undertook in its Constitution, the most important act of the country

which should guide policies and decision-making to safequard the human rights of its citizens. In

Chapter 8 of the Constitution, the Bill of Rights applies to a natural or juristic person. The Bill of

Rights includes the following economic and social rights: the right to a basic education, the right

to access social security, the right to health services, the right to water, the right to housing, the

right to a healthy environment and the right to adequate food. Human rights and the right to food

cannot be separated from each other. The economic and social right to food is not the responsibilityof one single government department but rather is an interdepartmental issue. The right to food is

embedded in the human rights of each person.


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In a rights-based approach Individuals, households, communities and other stakeholders share

obligations and responsibilities pertaining to the right to food. In brief, this means that in a society

where there are poor and food-insecure individuals these pe

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