Table 1 Training content and methodologies
From: Dialogue as a tool of nutrition literacy in an agricultural intervention programme in Odisha, India
Content | Strategies for critical reflection |
|---|---|
Understanding one’s own nutritional status | Nutritional assessment of participants and discussion on the results |
Examining household diet | Small group discussion on lifestyle, daily diet and sources of food followed by presentations. Use of picture booklet as discussion starter to understand nutritive value of foods |
Choice of crops and agricultural planning | Agricultural planning in small groups balancing nutritional and economic requirements in a given type of landa (1 acre). The plans are discussed by all groups |
Role of class, caste and gender in accessing food | Participants are randomly divided into three groups and given a situation with which to enact a role play. This is followed by a discussion and reflection on existing socio economic and cultural practices that hinder access to food by specific population groups |
Estimating annual household food requirement | Participants discuss in randomly divided groups if their annual food requirement could be met with a given type of land and other strategies for augmenting food production |
Introduction to Government entitlements | Face to face interaction with officials from Government departments |
Identifying key messages | Village-wise group discussion |