(TCP PROJECT EXAMPLE)

I. PROJECT SUMMARY

(Brief description of the project expectations and outcome)

II. BACKGROUND AND JUSTIFICATION

The two most common forms of malnutrition in Country X are protein-energy malnutrition (PEM) and micronutrient deficiencies. Levels of chronic malnutrition among children under five years of age are unacceptably high, with ... percent of children being undersized and .. percent underweight. In a well-nourished population only 2.5 percent of children would be underweight. Micronutrient deficiencies are also widespread including vitamin A, iron and iodine deficiency caused by inadequate diets and poor health. Nutritional status data for school children aged 7-13 years are not available and there is no indication as to what extent these children are affected by serious nutritional problems. Vitamin A, iron and iodine deficiency have been shown to exist among school children through spot surveys, although comprehensive data are scarce. Nutritional deficiencies impede children's capacity and motivation to learn and, as a result, a high number of children do not achieve class goals as expected or leave school early.

At present, school health and nutrition are treated inadequately through Government services. Efforts to enhance the health and nutritional status of school children are constrained by the absence of an up-to-date health and nutrition curriculum and appropriate school health and nutrition programmes. At the national level, these problems have been compounded by poor collaboration among the key sectors, i.e. education, health and agriculture, and the absence of effective coordination mechanisms.

The Government of Country X recognizes the important role of education in the process of national development and economic growth and is, therefore, determined to address the many issues involved in the decline of education service delivery through a comprehensive investment programme in primary education (grades 1-7), i.e. the Basic Education Sub-Sector Investment Programme. This is a national programme and one of its priority objectives is to improve the nutrition and health status of pupils.

Nutrition is a dynamic subject and nutrition knowledge has changed rapidly in recent years. A comprehensive approach to nutrition has emerged in the 1990s focusing on eating a variety of foods and having access to a nutritionally adequate diet within specific local and cultural contexts. This change in nutrition knowledge and emphasis needs to be fully reflected in practical nutrition education and school curricula.

The role of nutrition knowledge and correct practice is highly important as mechanisms for positive dietary and nutritional change, associated with food security and agricultural development, contribute to improved nutritional status and create the conditions for development. Nutrition education materials need to be developed to contribute towards improving nutrition and health behaviour, the well-being of the population in general and of school children in particular.

Country X in Africa is a nation with a young population. Out of the total population of approximately ..... million, almost half (48 percent) are under fifteen years of age. This has implications for education, health care and other essential services. As a high proportion of the population is of school age, there is an opportunity to impart life-long knowledge and skills regarding healthy eating and lifestyle.

As part of an integrated national health and nutrition programme, nutrition education plays a vital role in the following areas: high levels of poverty, food insecurity, rapid population growth, overcrowding, preventable diseases, early pregnancies and a high prevalence of HIV/AIDS among adolescents. Nutrition education is thus highly complementary to the efforts supported by FAO, through the Special Programme on Food Security (SPFS) as improved agricultural technology, combined with investment in people, can show high results.

The Basic Education Sub-Sector Investment Programme, launched by the Government, will be implemented through intersectoral collaboration and community participation. School health and nutrition (SHN) activities under the Programme foresee the development of: a national school health and nutrition policy; production of health and nutrition education materials; teacher training; revitalizing school production units; and a series of pilot interventions including food supplementation, physical examination, deworming and health and nutrition education, most of which will be supported by the World Bank.

This project will be implemented within the structure of the SHN programme and the education policy framework, to be funded through loan agreements with the World Bank and other donor agencies. The project's results, once tested and finalized, can be quickly replicated and applied nation-wide. As is typical for curriculum development and teacher training work, it is predictable that the project's results can be sustained, even after donor funds have ceased, as a result of having created greater awareness on food and nutrition and having built capacities and skills among teachers through training.

The Government's goals of improving the health and nutritional status of school children is in line with the aims of the International Conference on Nutrition and the World Food Summit, hosted by FAO in 1992 and 1996 respectively. It also complements the World Health Organization (WHO) global strategy for school health, which calls for a reorientation of health policy for school children in developing countries and urges governments to make the school a healthy setting for living, learning and working.

The current orientation of the country's policy framework is largely health-based and lacks sufficient emphasis on agriculture, household food security, and local perceptions of food and eating, as important factors which contribute to good nutrition. The Ministry of Education (MOE) has identified this as a critical gap in the SHN and requires urgent assistance for the integration of food, agriculture and nutrition education into the development of the SHN policy and programmes, including curriculum development, teacher training and material preparation. Work on the SHN is expected to commence in ......, although the Government lacks funds and technical expertise for the development of a food and nutrition component, including nutrition education.

It is against this background that the Government of Country X, through the Ministry of Education, has requested FAO TCP assistance.

III. OBJECTIVES OF THE ASSISTANCE

The overall objective of the project is to contribute to improving the health and nutritional status of children, and to improve the quality of education by integrating food and nutrition topics into primary school curricula in Country X. This project will focus on school children who are seven-thirteen years of age and their parents.

The specific objectives of the project are to:

1. Fully integrate food and nutrition education into the primary school curriculum as part of the School Health and Nutrition programme.

2. Develop, test and finalize practical and easy-to-use teaching and learning materials for the integration of food and nutrition education into primary schools for nation-wide application.

3. Develop, test and finalize an in-service training programme for teacher trainers, education officials, and primary schoolteachers for nation-wide application.

In order to achieve this objective, the following project results and outputs need to be produced by the end of the project.

IV. PROJECT OUTPUTS (RESULTS)

The project will produce the following outputs:

1. A needs assessment of food and nutrition education carried out in two pilot districts in 20 primary schools as follows: rural areas (15 schools); urban areas (5 schools); and a report produced.

2. The primary school curriculum reviewed and updated with new curriculum concepts, contents, methods and activities for food and nutrition education.

3. In-service training materials and a training programme developed based on output (2) above, tested and finalized to enable teacher trainers and education officials plan and implement nutrition education lessons and activities.

4. Forty teacher trainers and education officials from two pilot districts trained on planning the training of primary school teachers on the integration of food and nutrition education and practical activities, including school gardening, into the taught curriculum.

5. A classroom teaching pack developed/adapted and tested on food and nutrition education and activities tested.

6. One hundred primary schoolteachers from 20 schools trained in two pilot districts in lesson planning and the integration of food and nutrition education and practical activities into teaching programmes.

7. A monitoring and evaluation system for food and nutrition education in schools developed and established, as part of a larger school health and nutrition programme monitoring system.

The principal beneficiaries will be pupils and schoolteachers in primary schools and community members in both rural and urban areas.

V. WORK PLAN

Month 1. A national steering committee, consisting of representatives of the Ministries of Education, the Curriculum Development Centre, the Ministries of Agriculture, the National Food and Nutrition Commission and other agencies (UN, NGOs and the private sector) that are active in food and nutrition education will be established to act as an advisory body. For each project component, a technical working group will be formed with members to be designated and assigned to those groups, for which they have the most relevant professional background and experience.

Months 2 and 3. An international nutrition education and curriculum development consultant will be recruited and will work for 3 weeks to advise on the formation of technical working groups, facilitate the development of a detailed programme of work, and guide the needs assessment on nutrition education in primary schools (output 1).

Months 3 to 7. The curriculum will be reviewed and finalized by the responsible working group (output 2).

Months 5 to 7. The nutrition education and curriculum development consultant returns for 1.5 months to facilitate and guide the preparation/adaptation of a planning guide on integrating food and nutrition education into the primary school curriculum aimed at district education officials and teacher trainers. The consultant will also advise on and prepare a methodology for testing the planning guide during the training (output 3).

Months 8 to 10. The in-service training programme for teacher trainers and education officials is prepared and 40 district education officials and teacher trainers are trained (two courses) in the use of the planning guide for food and nutrition education. The material is adapted and revised in accordance with the test results and finalized (outputs 3 and 4).

Months 7 to 17. A classroom teaching pack is developed, tested and produced for use by teachers in nutrition education in schools.

Months 14 and 15. The in-service pilot training programme for 100 teachers from 20 schools in two districts is carried out. The international nutrition education and curriculum development consultant returns for 3 weeks (month 15) to assist in running the first two two-week training workshops (output 6).

Month 18. A project review is undertaken, based on the monitoring data collected throughout the project through the monitoring and evaluation systems. A final meeting takes place of the national steering committee to review project results and prepare a follow-up programme to ensure project sustainability and programme expansion (output 7). Terminal reports and a terminal statement, as per established FAO procedures, are prepared by project team.

A Project Coordinator will be designated by the Ministry of Education, who will be responsible for the overall management and coordination of the food and nutrition education component. The Coordinator will be released from other duties at the Ministry of Education to coordinate this project, and will continue to be responsible for overseeing the implementation of food and nutrition education activities in schools following project completion. The Project Coordinator will ensure that crucial aspects of the work are effectively implemented and coordinated among the partners in the project. Collaborating institutions, apart from the Ministry of Education as lead technical agency, will be the Curriculum Development Centre; the Ministry of Health; the Ministry of Agriculture, and the National Food and Nutrition Commission.

Four technical working groups corresponding to the main project components and whose membership will overlap depending on availability of expertise will be established (tentatively: policy, curriculum development, material preparation and training) to plan and implement the various project activities. Each component will be coordinated by the ministry/institution to whose field of competence and mandate a particular activity pertains.

There will be the need for capacity building of teachers responsible for nutrition education issues at the national Curriculum Development Centre (CDC) in ......, intermediate education officials in the district, and teachers in primary schools. An experienced international nutrition education and curriculum development consultant will collaborate with the national consultants and staff from the MOE, the CDC and the National Food and Nutrition Commission in reviewing the primary school curriculum and in strengthening food and nutrition issues and activities in the curriculum for improved food security and nutritional outcomes.

VI. CAPACITY BUILDING

The capacity of specialists from different sectors and disciplines (education, nutrition, agriculture and health) will be enhanced through this project. Technical and management expertise from different sources will be combined to create an innovative primary school curriculum aiming at promoting adequate diets and healthy lifestyles for eventual nation-wide application and use.

Curriculum development planners, education officials and teacher trainers from various disciplines at national and district levels will work together in the preparation of a planning guide and a teacher's training pack aimed at introducing food and nutrition education into the school curriculum. At the local level, schoolteachers, children and their parents will gain the knowledge and skills to select, prepare and eat healthy diets and conduct a lifestyle promoting good health and nutritional well being.

VII. INPUTS TO BE PROVIDED BY FAO

Personnel (see Annexes 1 and 2 for Terms of Reference)

• Team Leader/International Consultant in Nutrition Education and Curriculum Development (3 months)
  
• TCDC Expert in Nutrition Education/Training (4 months)
  
• National Consultant Nutritionist (8 months on When Actually Employed Basis (WAEB)
  
• National Consultant - Education Expert/Pedagogue (3 months)
  
• Three (3) National Consultants/Writers to prepare educational materials for different educational levels (3 months each = 9 months)
  
• National Consultant/Graphic Artist (2 months)
  
• FAO technical backstopping missions (3 nutrition education backstopping missions)

General Operating Expenses (up to US$8,545)

Materials and Supplies (up to US$5,000)

• Stationery and miscellaneous

Equipment (see Annex 3 for details) (up to US$31,400)

• One (1) four wheel drive vehicle for project use to be based at the office of the FAO Representative and to be made available for project related travel in Lusaka and the field
  
• Two (2) computers with printers
  
• One (1) heavy duty photocopier
  
• Two (2) overhead projectors, screens and transparencies
  
• Ten (10) flip charts

Direct Operating Expenses (up to US$20,000)

Training (see Annex 4 for details) (up to US$47,600)

• Preparation and production of educational and training materials:
  1) planning guide for intermediaries (i.e. teacher trainers and education officials);
  2) teaching pack and workbook for teachers on the integration of nutrition education and practical food and nutrition activities into school lessons.
  
• Training of 40 teacher trainers and education officials from 2 districts in the integration of food and nutrition education into the curriculum.
  
• Training of 100 schoolteachers from 20 schools in two districts in nutrition education and lesson planning for food and nutrition education and activities (including school gardening).
  
• Final project review workshop and preparation of follow-up programme.

VIII. REPORTING

The National Project Coordinator will provide summary project reports to FAO every six months (months 6 and 12).

On completing their assignment, each consultant (national and international), will prepare a short report to FAO showing the results achieved and recommendations for follow-up.

All technical materials (handbooks, guidelines and training manuals) will be cleared by FAO and made available to the Government.

The National Project Coordinator will prepare a terminal report. The responsible technical backstopping officer will prepare a Terminal Statement following established FAO procedures, to be submitted to the Government of Country X.

IX. GOVERNMENT CONTRIBUTION AND SUPPORTING ARRANGEMENTS

The Ministry of Education, in collaboration with the Curriculum Development Centre, the Ministries of Agriculture and Health, the National Food and Nutrition Commission, and the provincial/district education authorities of two pilot districts (to be selected), will provide:

• A full time National Project Coordinator for the entire duration of the project at no cost to FAO.
  
• Technical personnel at national and provincial/district levels to join working groups on curriculum development, policy, material preparation and training.
  
• Facilities and office space for consultants, working group meetings, and technical backstopping missions.
  
• Access to relevant activities, material and information under BESSIP and other related programmes.
  
• Operating costs for national steering committee meetings.
  
• CDC to provide technical assistance to: 1) undertake a needs assessment, in collaboration with NFNC, in primary schools with regard to the integration of food and nutrition education; 2) for curriculum development; and 3) participate in material preparation, and the preparation and implementation of training activities.

The Government will facilitate the establishment of a national steering committee, whose secretariat will be furnished by the Ministry of Education. Members of the national steering committee will be comprised of representatives of the Ministries of Education (including the Curriculum Development Centre), Health and Agriculture, the National Food and Nutrition Commission, UNICEF, WHO, the World Bank, as well as relevant NGOs and private sector organizations.

PROJECT BUDGET COVERING FAO INPUTS

(U.S. Dollars)

Annex 1

Terms of Reference

Team Leader/International Consultant
Nutrition Education and Curriculum Development

Duration: 3 p/m in three missions (see Work Plan in Annex 5)
Duty Station: ......

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the National Project Coordinator, the TCDC and national consultants, and representatives of the national institutions involved in project implementation (i.e. CDC and NFNC), the Team Leader will undertake the following activities:

First mission (3 p/weeks)

1. Facilitate the preparation of a detailed project work plan, complete with outputs, activities, and means of verification.
2. Facilitate the establishment of working groups and designation of working group members drafting the respective terms of reference for them.
3. Advise and participate in the selection of project staff and collaborators as specified in Annex 2.
4. Advise and participate in the selection of project staff preparation of the needs assessment (incl. methods, training of staff from CDC and NFNC), the results of which will be used for programme implementation and to establish a monitoring and evaluation system.
5. Facilitate the preparation of the monitoring and evaluation system.
6. Prepare a concise mission report detailing the work accomplished and attaching any materials produced during the mission.

Second mission (1.5 p/m)

1. Facilitate a review of the primary school curriculum with regard to food and nutrition topics and activities, and advise on and facilitate the preparation of a revised curriculum integrating food and nutrition education, including appropriate teaching and learning methods, and adapt the existing FAO planning guide for education officials and teacher trainers.
2. Advise on and participate in the preparation of two training courses aimed at education officials and teacher trainers and act as technical resource person during the training.
3. Prepare outlines for teaching and learning materials based on the revised curriculum including a teaching pack for primary school teachers.
4. Discuss with writers their respective contract work on the preparation of learning materials for school children.
5. Prepare a concise mission report detailing the work accomplished and attaching any materials produced during the mission.

Third mission (3 p/weeks)

1. Facilitate a review and adaptation of the prepared teaching and learning materials for final publication.
2. Facilitate and participate in the preparation of an in-service training programme for 100 teachers in 20 primary schools.
3. Participate in the in-service training of primary school teachers as resource person.
4. Facilitate a review and adaptation of the monitoring and evaluation system for food and nutrition education in schools following the in-service training for primary school teachers.
5. Prepare a concise mission report detailing the work accomplished and attaching any materials produced during the mission.

Qualifications
The consultant should have a post-graduate degree in nutrition or a related subject with professional experience of at least 10 years in nutrition or health education and promotion within the primary or secondary school context. He/she should have a strong background in curriculum development and have working experience in Africa.

Terms of Reference

TCDC Nutrition Education/Training Expert

Duration: 4 p/m in two missions (see Work Plan in Annex 5)
Duty Station: ......

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the Team Leader/International Consultant Nutrition Education/Curriculum Development and the National Project Coordinator and representatives of the national institutions involved in project implementation (i.e. CDC and NFNC), the expert will undertake the following activities:

First mission (3 p/m)

1. Participate in reviewing the primary school curriculum with regard to food and nutrition topics and activities, guide the preparation of a revised curriculum integrating food and nutrition education, including appropriate teaching and learning methods and adapt the existing FAO planning guide for education officials and teacher trainers.
2. Ensure that appropriate adult learning techniques are reflected in the training materials.
3. Guide and participate in the preparation of two training courses aimed at education officials and teacher trainers.
4. Assist in conducting the training courses on the integration of nutrition education into the primary school curriculum and act as resource person.
5. Undertake an evaluation of the training course and prepare an evaluation report.
6. In view of this exercise, facilitate a review and adaptation of the prepared materials.
7. Prepare a concise mission report detailing the work accomplished and attaching any materials produced during the mission.

Second mission (1 p/m)

1. Facilitate and participate in the preparation of an in-service training programme for 100 teachers in 20 primary schools.
2. Participate in the in-service training of primary school teachers as resource person.
3. Prepare a concise mission report detailing the work accomplished and attaching any materials produced during the mission.

Qualifications
The consultant should have a post-graduate degree in nutrition or a related subject with a professional experience of at least 10 years in nutrition education and training within the primary or secondary school context. Previous working experience in Africa would be an advantage.

Terms of Reference

National Consultant - Nutritionist

Duration: 8 p/m on When Actually Employed Basis (WAEB)
Duty Station: ....

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the National Project Coordinator, the Team Leader and TCDC expert, and the national consultants and the participating national institutions, the National Nutrition Consultant will undertake the following activities:

1. Prepare a detailed work plan for the project and facilitate the preparation of work plans for the various working groups.
2. Facilitate the establishment of the various working groups for the project.
3. In collaboration with the participating ministries and institutions, identify the provinces and pilot schools and inform respective populations accordingly.
4. Arrange for ordering of equipment.
5. In collaboration with the international consultant on nutrition education and curriculum development, assist in the selection and recruitment of the various national experts (as per Annex 1).
6. Arrange for and participate in the needs assessment work on food and nutrition education; perception of schoolchildren and their parents; training needs; curriculum review and teaching and learning materials.
7. Collaborate in the establishment of a monitoring and evaluation system for food and nutrition education in schools.
8. Advise on food and nutrition issues, with regard to the revised curriculum on food and nutrition education; and the preparation of in-service training materials and programmes for teacher trainers and education officials and the classroom teaching pack for schoolteachers.
9. Guide and review the testing and writing of the learning materials.
10. Prepare and participate in in-service training for teacher trainers, education officials and primary school teachers.
11. Prepare in-service training programme for schoolteachers, and take an active role as trainer and resource person.
12. Prepare for the first and final review test of the curriculum, including development of teaching and learning materials for teachers and pupils.
13. Review ongoing monitoring and evaluation system on food and nutrition education in primary schools.
14. Prepare a final project meeting with attendance from all relevant sectors from district to national level.
15. Participate in the implementation of training activities with a focus on food and nutrition activities.

Qualifications
The person should have a post-graduate degree in nutrition or home economics with a strong background in education, curriculum development and training. He/she should have proven experience in learning material preparation and at least 10 years of professional experience.

Terms of Reference

National Consultant - Education Expert/Pedagogue

Duration: 3 p/m
Duty Station: .....

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the Team Leader, the National Project Coordinator, and the TCDC and national consultants, the education expert will undertake the following activities:

1. Assist in the review of training materials for nutrition education in schools.
2. Participate in the preparation of contracts for writers and graphic artists for learning materials for schoolchildren.
3. Participate as resource person in the preparation and analysis of the relevant part of the needs assessment work of the project.
4. Guide and review the testing and writing of the learning materials.
5. Prepare a concise report of the work once completed.

Qualifications
The consultant should have a post-graduate degree in education with a background in educational psychology. He/she should have proven experience of at least 10 years in teaching and teaching/learning material preparation.

Terms of Reference

National Consultants - Writers (3 persons for different educational levels)

Duration: 3 p/m each
Duty Station: .....

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the Team Leader and the national consultants, will prepare classroom teaching materials on nutrition in English and in the appropriate local languages, for three different educational levels in primary schools.

The consultants will have proven writing ability of education materials and will have at least 5 years of relevant professional experience.

Terms of Reference

National Consultants/Graphic Artist

Duration: 2 p/m
Duty Station: ....

Under the technical supervision of the Chief, Nutrition Programmes Service and in collaboration with the Team Leader and the national consultants, the Graphic Artist will prepare graphic materials as instructed. The consultant should have proven ability to prepare graphic materials for educational purposes at primary school level.

Annex 2

Terms of Reference

Technical Backstopping Missions

First technical backstopping visit (one week - month 4)

• Provide technical support with regard to curriculum review and assist in the preparation of an outline for the revised curriculum.
  
• Prepare a concise mission report with recommendations for follow-up.

Second technical backstopping visit (two weeks - months 8/9)

• Develop a protocol for testing and evaluating the developed training materials and the training programme.
  
• Participate in one training programme of education officials and teacher trainers on the use of the planning guide.
  
• Prepare a full evaluation report to provide feedback to the material developers and make recommendations on follow-up with regard to revising and finalizing the training materials.

Third technical backstopping visit (two weeks - months 17/18)

• Undertake a review of project activities and outputs and assist in the preparation of a final report.
  
• Participate in the final project meeting to review achievements and facilitate the planning of follow-up.
  
• Prepare a proposal for project follow-up by Government.
  
• Prepare a terminal statement.
  
• Prepare a concise mission report attaching any materials developed during the mission.

Annex 3

Equipment List

Four wheel-drive vehicle (US$22,000)
(based at the FAO office in .... and to be
made available for project related travel)

Equipment to be based at the Ministry of Education for ready use by project staff and working groups:

• One computer and printer with appropriate software (US$2,500)
  
• One photocopy machine with sorter (US$3,000)
  
• One overhead projector, screen and transparencies (US$500)
  
• Three flip charts with stand and paper (US$120)

Equipment to be based at the Curriculum Development Centre:

• One computer and printer with appropriate software (US$2,500)
  
• One overhead projector, screen and transparencies (US$500)
  
• Three flip charts with stand and paper (US$120)

Equipment to be based at the Provincial/District Levels (Teachers' Training College or Education authority):

• Four flip-charts with stand and paper (US$160)

TOTAL: US$31,400

Annex 4

Training Programme

A more detailed budget will be prepared by the National Project Coordinator in consultation with the Team Leader and submitted to the Chief, Nutrition Programmes Service, for technical clearance and the Country Project Officer, RAFR, for approval.