What problem did it address, where?
Rural and urban households have to face changes in food and water availability and choices. Even without scarcity, food habits move away from traditional diversity and rely increasingly on new and often also on more processed foods. The resulting nutritional behaviour of rural families related to hygiene, food choice, eating habits and nutritional level, leading often to malnutrition and to food and water borne diseases, is often more dependant on knowledge or the lack thereof, rather than on actual food and water limitation. Reaching a large percentage of the population with highest impact on the current and future generations was achieved through the teaching of small school children in Kenya and is in progress in Mozambique.
Nutrition education was traditionally directed to adults. After establishing the local resources and habits, through participation of teachers, parents, curriculum developers and various institutional representatives, educational material was designed, tested and formally approved at national level. The educational material also required new teaching methods. Local teachers accepted the teaching methods after some training and children and families accepted the teaching content as evidenced by the rapid change of habits; one of the immediate results was better participation of children in school.
The new teaching methods, content and material are adapted for older age groups. More countries could readily adapt the method and materials to their local conditions. Success depends largely on national capacities and willingness to change. Preparation of relevant, i.e. locally adapted, material and the strong institutional support to formalize and distribute the material and training on a national scale are important conditions for success.