Dear members,
During the course of our online discussion, I have seen that many critical issues have been raised to be considered when integrating nutrition within the curricula of agriculture education. From all discussion ideas, I understand that almost all participants agreed that integrating nutrition in to the curricula of agriculture education is of paramount importance. The issue mostly raised is the modality on how to integrate it.
I would like also to acknowledge those of you who raised issues to be considered while integrating nutrition in to curricula of agriculture. Some of the ideas forwarded with questions need further clarification. I would like to forward my opinion on the following issues:
1. To what extent will changes in curricula have an influence on agricultural practices, especially in rural Africa where agriculture is mostly small-scale and family oriented? This issue is raised intentionally to reflect the idea that incorporation of nutrition sensitive agriculture in Africa is more effective if we integrate into curriculum at all levels of informal and formal education. Partially I agree with this idea. Partially because if we incorporate nutrition at all level it will be more effective, but this does not mean that agricultural graduates from higher institutions equipped with nutrition competency will be more practical only in societies with large-scale agricultural production. How many agricultural graduates in Africa are employed for large scale agricultural production? As far as I know (from Ethiopian experience) almost all agricultural graduates are employed for government organizations to deliver extension services to the community with family farms. But the extension service provided by agricultural professionals is focused only to improve agricultural production and productivity. Albeit improving productivity (increase availability) is one of the four pillars for food security, it does not give guarantee for nutrition security. That is why we are saying promotion of nutrition sensitive agriculture is crucial. Therefore, agricultural professional with basic nutrition knowledge working with the community (family farms) will be responsible to promote nutrition sensitive agriculture with other agricultural extension services. This can be effective like other agricultural extension system implemented in developing countries.
2. How relevant is the inclusion of nutrition-sensitive agriculture in the curricula of colleges and universities, especially in countries where extension services have been privatized? I would like to reflect my idea on this issue by forwarding a question: Do you mean that there is a country in which agricultural extension system is fully privatized? If yes, what does the national nutrition strategy of that country say? Whenever we are talking about integration of nutrition in to the curricula of agriculture education basically we should consider the nutrition strategy of the country. The other most important point we should consider is that when we proposed this issue as a discussion point this does not mean that we will have uniform nutrition competencies to be integrated in to the curricula of agriculture education all over the world.
In agriculture private farms, are we appreciating mono-cropping only for their economic returns? I recommend all members to read the attached document “Value chain for nutrition”.
I also understand that in countries like India, there is experience of integrating nutrition in to curricula of agriculture. It would be good if those of you who do have such experiences could share them based on each leading questions before the closure of the discussion.
Thank you,
Mebit
Sr. Mebit Kebede