This study evaluates the effects of nutrition education on improving knowledge, attitude, and practice (KAP) of mothers and the improvement of the nutritional status of their children. A cluster randomized controlled design using multistage sampling was employed. The integrated school‐based nutrition programme included gardening, nutrition education for parents, and supplementary feeding for children (GarNESup). KAP of mothers was assessed using pretested questionnaires administered by teachers. The randomly selected schools were randomly allocated into two groups: Both schools provided lunch to targeted children with one‐dish indigenous vegetable recipe, but School 1 received iron‐fortified rice whereas School 2 was provided ordinary rice. Eighty wasted and/or anaemic children in each school were fed for 120 days. Nutrition education for children's parents was done every school card claim day and during parent–teacher meetings using 10 developed modules. Weight, height, and haemoglobin level of children and KAP of mothers were measured at baseline and endpoint using standard techniques. KAP of mothers who had completed more than six modules had significantly increased from baseline to endpoint: Negative consequence of worm infestation (33.3% to 60.6%, P = 0.035), importance of serving breakfast for children (42.4% to 78.8%, P = 0.004), cooking vegetables (63.6% to 93.9%, P = 0.002), and purchasing fortified foods was recorded (51.5% to 93.9%, P = 0.000). Children in School 1 had significantly higher weight gain (1.33 ± 0.72) and haemoglobin level (0.49 ± 0.99) than children in School 2 (0.84 ± 0.59; 0.12 ± 0.70). Nutrition education resulted to significant increase of mother's KAP and the implementation of the integrated school‐based nutrition model significantly improved children's nutritional status.
The effects of climate change to agriculture being largely location specific, it is crucial that adaptation measures recognize the value of targeted, context-specific, community-based strategies and processes. This research deployed participatory action research relying on a diverse range of socio-technical methods for facilitating community-level adaptation in climate-smart villages. Smallholder farms in four unique agro-ecologies in Myanmar were targeted. Results and insights from the 3-year, participatory action research effort chronicle how the climate-smart village approach was implemented in the four targeted climate-smart villages (CSVs). The key support systems needed for effective community engagement in implementing the CSVs are discussed. Social learning helped nurture capacities of farmers to find solutions and test and improve adaptation options. Using a combination of socio-technical processes, smallholder farmers, researchers, and facilitators improved their understanding of climate change, drivers of vulnerability, and coping activities. With this knowledge and understanding, the farmers in the CSVs identified a menu of adaptation options that they would test and adopt (and scale). This “portfolio approach” to deriving adaptation options ensured that there were opportunities for men, women, and landless households to participate in the community adaptation process. This approach allowed farmers to determine what was their preferred entry point. Invariably, such approaches nurture incremental adaptation with associated incremental learning. The research suggests that land tenure regimes influence the nature of the adaptation options and their eventual uptake. In villages with high incidence of landlessness, the adaptation options were limited to homesteads, the small patch of land around the household dwelling. A more secure tenure status provided farmers with freedom to engage in diversified and long-term production systems. Poverty and wealth levels of households were other factors influencing the uptake of adaptation options, especially those aimed at diversifying production for reduced risks.
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