(TCP PROJECT EXAMPLE)
Country: |
X |
Project Title: |
Nutrition Education in Primary Schools |
Project Symbol: |
TCP/.../.... |
Duration: |
18 months |
Government Counterpart Institution: |
Ministry of Education in collaboration with Ministry
of Health, Ministry of Agriculture, and the National Food and Nutrition
Commission |
FAO Contribution: |
US$281,000 |
Signed: ............................. |
Signed:................................................ |
(on behalf of Government) |
Jacques Diouf
Director-General
(on behalf of FAO)
|
Date of Signature: .................
|
Date of Signature: ............................
|
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)
Country: |
X |
Project Title: |
Nutrition Education in Primary Schools |
Project Symbol: |
TCP/.../.... |
Budget Code
|
Description |
|
1100
1300
1700
1800
1900
1910
1920
1930
1950
|
International Consultant (3 p/m)
Administrative Support - Driver (12 p/m)- Secretarial support (10
p/m)
National Consultants (25 p/m)
TCDC Expert in Nutrition Education/Training (4 p/m)
FAO Supervisory Technical Services (STS)
Standard Supervisory Technical Services (7 500)
Supervisory Functions of LTU (1,755)
Field Missions (25,700)
Thematic Evaluation (500)
|
45,000
8,500
37,500
32,000
35,455
|
PERSONNEL |
|
158,455 |
2000
4000
5000
6000
7000
8000
|
Official Travel
General Operating Expenses
Materials and Supplies
Equipment
Direct Operating Expenses
Training (in country)
|
10,000
8,545
5,000
31,400
20,000
47,600
|
TOTAL |
|
281,000 |
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
Preparation and production of Training Guide for Teacher
Trainers and Education Officials (1,000 copies at US$5.00/copy |
US$5,000
|
Preparation and production of Classroom Teaching Pack
And education materials for children (2,000 copies at US $5.00/copy |
US$10,000
|
Training of 40 education officials and teacher trainers
in the use of the Planning Guide on Integrating Nutrition Education
into the Primary School Curriculum 2 training courses for 10 days
(10 days x 40 x US$30) |
US$12,000
|
Follow-up training of 2 days (2 days x 40 x US$20) |
US$1,600
|
Training of 100 teachers in the use of a classroom teaching
pack on nutrition education and nutrition activities 4 training courses
for 20 teachers (5 days x 100 x US$20) |
US$10,000
|
Follow-up supervisory visits and training sessions of
2 days (2 days x 100 x US$20) |
US$4,000
|
Final review meeting |
US$5,000
|
TOTAL |
US$47,600
|
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.
|