Friday, July 28, 2006

Nutrition Education in Primary School


The Planning Guide is a resource package comprising three elements:

Vol. 1: The Reader

Vol. 2: The Activities

The Classroom Curriculum Chart

Download the PDFs:
the cover (189 KB)
1 (665 KB)
2 (393 KB)
3 (427 KB)

Download the PDFs:
the cover (222 KB)
1 (604 KB)
2 (850 KB)
3 (428 KB)
4 (764 KB)
5 (950 KB)
6 (427 KB)

Download the PDF (212 KB)

Setting up and running a school garden

Setting up and running a school garden



The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The conclusions given in this report are considered appropriate at the time of its preparation. They may be modified in the light of further knowledge gained at subsequent stages of the project.

ISBN 92-5-105408-8

All rights reserved. Reproduction and dissemination of material in this information product for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material in this information product for resale or other commercial purposes is prohibited without written permission of the copyright holders.
Applications for such permission should be addressed to the Chief, Publishing Management Service, Information Division, Food and Agriculture Organization of the United Nations, Viale delle Terme di Caracalla, 00100 Rome, Italy or by email to

Front cover:
School children in China: R. Faidutti.
School garden in Panama: Jesús Bulux, Instituto de Nutrición de Centro América
y Panamá and Pan American Health Organization.
Vegetables and fruit: Mel Futter.

Back cover:
Ethiopian children: R. Faidutti.
Illustration: Mel Futter.

J. Morgante/R. Magini.


The keys to the development of children and their future livelihoods are adequate nutrition and education. These priorities are reflected in the first and second Millennium Development Goals. The reality facing millions of children, however, is that these goals are far from being met.

Children who go to school hungry cannot learn well. They have decreased physical activity, diminished cognitive abilities, and reduced resistance to infections. Their school performance is often poor and they may drop out of school early. In the long term, chronic malnutrition decreases individual potential and has adverse affects on productivity, incomes and national development. Thus, a country’s future hinges on its children and youth.

Investments in nutrition and in education are essential to break the cycle of poverty and malnutrition. FAO believes that schools can make an important contribution to countries’ efforts to overcome hunger and malnutrition, and that school gardens can help to improve the nutrition and education of children and their families in both rural and urban areas. In this regard, it is important to stress that school gardens are a platform for learning. They should not be regarded as bulk sources of food or income, but rather as a way to better nutrition and education.

FAO encourages schools to create learning gardens of moderate size, which can be easily managed by students, teachers and parents, but which include a variety of nutritious vegetables and fruits, as well as occasionally some small-scale livestock such as chickens or rabbits. Production methods are kept simple so that they can be easily replicated by students and parents at their homes.

Food systems are the unifying concept. “From plot to pot”, students learn how to grow, tend, harvest and prepare nutritious seasonal produce, in the educational settings of the classroom, the garden, the kitchen, the school cafeteria and the home. The experience promotes the environmental, social and physical well being of the school community and fosters a better understanding of how the natural world sustains us. Links with home gardens reinforce the concept and open the way for the exchange of knowledge and experience between the school and the community.

Such food-based strategies have the merit of sustainability: they create long-term dietary habits and put food choices into the hands of the consumer. A strong education component ensures that the effects go beyond the immediate time and place, to children’s families and future families.

Nutrition concerns also link the developed and the developing worlds, which share many dietary problems. For example, the need to change perceptions of fruits and vegetables and to learn how they are best grown, prepared and eaten is common to many communities, rich and poor, and may be critical in building community health in both. This makes for meaningful joint efforts and exchanges of experience, ideas and teaching materials.

FAO has prepared this Manual to assist school teachers, parents and communities. It draws on experiences and best practices of running school gardens all over the world. Classroom lessons are linked with practical learning in the garden about nature and the environment, food production and marketing, food processing and preparation and making healthy food choices.

We hope that the Manual will be a useful tool for all those who wish to start or improve a school garden with the aim of helping school children to grow in both mind and body.

Kraisid Tontisirin,
Food and Nutrition Division
Mahmoud Solh
Plant Production and Protection Division

Food and Agriculture Organization of the United Nations Rome,
© FAO 2005




Running a garden project


Involving the family and community


Aims and principles


Raising environmental awareness


The garden site


Improving nutrition


Market gardening


Gardening methods


Preparing, processing, promoting


Planning the project


Organizing the work


Motivation and ownership


Food factsheets


Beans, Peas and their cousins

Cabbage and its cousins


Dark green leaves

Kitchen herbs

Oils seeds






Sweet Potato


Tropical Fruit Tree

Nutrition factsheets

1. Hunger and malnutrition

2. A healthy diet for schoolchildren

3. Nutrients in foods

4. Energy and nutrient needs

Horticultural notes

Beneficial garden creatures

Companion planting


Conserving and preserving garden foods

Crop rotation

Garden beds


Healthy plants

Homemade sprays



Nutrients and fertilisers

Organic gardening


Plant problems

Planting and transplanting

Protecting the garden

Snacks and drinks from the garden

Water management

Watering plants


Monday, July 24, 2006

Kỹ năng sống - hay là không có gì cả!

Kỹ năng sống - hay là không có gì cả!

Sống và làm việc: tất cả đều đòi hỏi những kỹ năng cần thiết và tương thích

TTO - Cuộc sống thật phức tạp, chúng ta luôn tìm cách chinh phục thiên nhiên và khám phá bản thân. Trong xã hội hiện đại, chúng ta càng phải trả giá nhiều, càng đánh đổi nhiều.

Có những việc không phải đợi trẻ em lớn lên mới cho tiếp cận - mà để cho các em sớm được trải nghiệm, sẽ tốt hơn.

Bởi học qua trải nghiệm chính là cách học nhanh nhất, là xu hướng của thế giới. Có thể trải nghiệm dưới nhiều hình thức và một trong những cách trải nghiệm là qua giáo dục.

Giáo dục của chúng ta ngày nay, tập trung nhiều vào giảng dạy văn hoá, dạy logic, suy luận mà bỏ qua những khía cạnh hoạt động tinh thần (cảm xúc, tình cảm). Điều cần thiết hiện nay là giáo dục cho mọi người một nền tảng sâu hơn về Giá trị sống và Kỹ năng sống.

Giáo dục về giá trị sống: để chúng ta biết thế nào là tôn trọng, yêu thương, tự do… Ý thức được những giá trị cốt lõi này, chúng ta sẽ trang bị nhận thức và bản lĩnh tốt hơn.

Nhiều người nghĩ rằng giá trị sống, kỹ năng sống là những điều rất căn bản mà ai cũng biết, chẳng hạn: phải biết hòa đồng trong tập thể, biết lắng nghe, biết giao tiếp, biết ra quyết định... Nhưng trên thực tế, ta có mặt không đồng nghĩa là ta đọc được ngay, ta có miệng không đồng nghĩa là ta nói được, có tay không đông nghĩa là biết viết. Chúng ta hồi bé phải học rất nhiều, phải tập rất nhiều mới nói được, viết được, đọc được và lắng nghe được.

Người Việt Nam rất thông minh nhưng phải có công cụ để truyền tải ý tưởng thông minh đó đến cho khách hàng cho đối tác. Giống như trồng cafe, trồng lúa, trồng điều nhất nhì đấy nhưng vẫn bán giá thấp là vì ta chưa có công cụ để chuyển tài nguyên ấy, nâng cấp gia tăng giá trị cho nó. Kỹ năng chính là công cụ để gia tăng giá trị cho kiến thức của mình.

Từ cấp I chúng ta đă có môn Đạo đức, lên cấp cao hơn ta vẫn giữ môn Giáo dục công dân, vậy tại sao người Việt vẫn thiếu kỹ năng sống đến vậy? Điều này có thể giải thích một cách đơn giản là ta chưa có phương pháp, thời đại bây giờ ta chỉ cần ngồi trên máy tính nhấn chuột một cái là có đầy đủ thông tin, để thông tinh mang đến ích lợi cho mình thì phải có kỹ năng. Người Việt học quá nhiều biết quá nhiều nhưng hàng ngày ta mất thời gian để giao tiếp ứng xử, tranh luận đánh giá cãi cọ nhiều hơn và kỹ năng ứng xử gây ảnh hưởng rất nhiều đến hiệu quả công việc.

Thế giới phẳng, thông tin là bình đẳng với mọi người nhưng làm thế nào để biến thông tin thành kiến thức và gia tăng giá trị cho nó thì bạn phải có kỹ năng. Kỹ năng giúp cuộc sống của chúng ta đẹp hơn, ý nghĩa hơn.


FC Sustainability Web Portal

FC Sustainability Web Portal

This portal connects visitors to IFC's full range of sustainability products and services and explains the business case for sustainability -- economic, financial, environmental, social, and related to corporate governance -- with success stories from emerging markets.

Sections of the portal include:
  • Global standard setting and risk management expertise
  • Business opportunities and innovative approaches
  • Development impact through investments
  • Good practices in corporate governance
  • Success stories by region and industry
Using examples from emerging markets, IFC's new portal presents the business case for sustainability, showing how the organization has helped companies strengthen their businesses. For example, in 2005, IFC invested $30 million in a polyvinyl chloride factory in India for the plant's expansion and an environmental upgrade that will enable the company to provide its plastic to the Indian market in a more cost-efficient and sustainable way. In another instance, IFC's support on corporate governance helped Romania's Banca Comerciala Romana carry out one of the most successful privatizations of a bank to date.

Thursday, July 20, 2006

The Creative Gallery on Sustainability Communications

UNEP is presenting the first international online database of corporate and public advertising campaigns specifically dedicated to sustainability issues and classified by sustainability themes.

Access the Creative Gallery on Sustainability Communications

The Creative Gallery on Sustainability Communications is the result of a thorough selection, which started with the viewing of over 40,000 ads. The campaigns highlighted in this Gallery address sustainability issues through various themes, tones, types of media and strategies. Some reflect companies' public commitment towards social and environmental issues. Others feature awareness campaigns from public authorities. Some aim to favour the purchase of green products and services, others strive to change citizens' or consumers' attitudes. The Gallery also compile case studies taken from existing UNEP publications like Communicating Sustainability and Talk the Walk.

By gathering these campaigns from all around the world, UNEP wishes to inspire and foster more and better communication on sustainability issues from all stakeholders involved in the promotion of sustainable development. However, the selected campaigns do not constitute an endorsement by the United Nations Environment Programme for any message, brand, company or public advertiser.

This Creative Gallery is also designed to aid and promote the area of research, education and information relating to the marketing, advertising and communication business. Therefore, we invite all advertisers - companies, governments, local authorities, consumer organisations, NGOs, etc. - to submit their campaigns in this database in order to share their experience with other communication experts and to ensure that this Gallery remains a living tool, constantly fed by external inputs.

Stakeholders may use the campaigns featured in this database only for their own professional, non-commercial or educational use. Users should not redistribute, store, sell or reproduce any of the campaigns, or make them available to any third party or compile any internal database containing the campaigns without the prior written consent of the owner of the Intellectual Property Rights for each advertisement.

The Creative Gallery on Sustainability Communications has been compiled by the United Nations Environment Programme (UNEP), in co-operation with Adforum and Advertising Community Together (ACT), with financial support from the French Agency for Environment and Energy Management (ADEME).

For background information on 12 sustainability themes (advertising, ecodesign, energies, food, housing, leisure, lifestyles, mobility, information technology, textiles, tourism and water), we invite you to consult the UNEP Resource Kit on Sustainable Consumption and Production (available in English and French).

UNEP/Global Compact/Utopies "Talk the Walk - Advancing Sustainable Lifestyles through Marketing & Communications"

This publication aims to provide some elements of response to questions frequently raised by the business community, including:

  • Can corporate marketing foster sustainable consumption?

  • Is there a strong business case?

  • What are the key factors for successful marketing strategies and communication campaigns in that field?

Highlights from the text include:

  • Summary of existing research on consumers' attitudes towards green products

  • Analysis of various marketing strategies and campaigns from pioneers companies and mainstream groups in sectors like clothing, cosmetics, food retail, automotive, etc.

  • Key tips to communicate effectively and a practical toolbox for practitioners

  • Resources: online interactive index of publications and TV/print ads for further reference (to be available soon)

This publication has been produced by UNEP, the Global Compact Office and Utopies (a French consultancy firm specialized in sustainable development strategies).

Download the interactive report (5,6 MB)

Check our dedicated website for further online resources (references and case studies):

Tuesday, July 11, 2006

Making sense of Climate Change

Making sense of Climate Change

The Environmental Education Project of the Institute for Global Environmental Strategies (IGES) is pleased to bring forth the publication titled "Making sense of Climate Change" prepared by Visiting Researcher, Ms. Ranjana Saikia from the Tata Energy Research Institute (TERI) of India. Ms Saikia worked in IGES for a period of three months from 16th September to 16th December 2001. The book is the result of the scholar exchange program agreed upon between IGES and TERI. The book aims at raising awareness of secondary school students about climate change and its impacts on the Earth and attempts to enhance their understanding towards global efforts and responses. The book is simple and easy to understand. The primary target of the book is the high school student. Because of this the language of the book is simple and easy to understand. The book has been organized into seven chapters. A brief overview of its chapter is given below.

1. Introduction: This chapter explains simple concepts such as weather, climate, greenhouse gases (GHG) etc.
2. What is climate change? Under this heading, how climate change has been taking place in the Earth over a period of time.
3. What causes it? The chapter focuses on the causes of climate changes and argues that climate change is caused by both human as well as natural factors.
4. Its effects: The impact of climate change is directly on weather and ecosystem. It has tremendous impacts on wildlife, forests, sea level rise and global warming, health etc.
5. Finding solutions: The chapter has suggested many solutions such as use of renewable energy, biotechnology and protection of natural sinks such forest cover, vegetation, oceans and soil.
6. The world unites to tackle it: Climate change has become a leading environmental issue as it encompasses all life on earth and its impact on the entire planet's system. Some collective initiatives at the global level have already been undertaken, which are discussed in this chapter.
7. Climate change in India: This chapter gives an overview of climate change in India. It discusses the impact of climate change in India and measures taken to mitigate the problems arising out of it.

This edition of the book will be first pilot-tested in Indian schools under the supervision of the Tata Energy and Research Institute (TERI) and then revised accordingly for adaptation in the Asia-Pacific. The future editions of the book will be put on trials in different countries of the region prior to its wider dissemination.




Why this module:
Wetlands are found in the area where a hydrological regime occurs. Its ecological character depends on spatial and temporal variation of water depth, flow patterns, water quality as well as the frequency and duration of inundation. Some wetlands like the coastal wetland and the marine wetland are often highly dependant on inputs of freshwater. The integrity of wetland ecosystems is prone to human modifications (such as abstraction, storage and diversion of water for public supply, agriculture, industry and hydropower). In this way water is an integral part of the wetland ecosystem.

About the material 4
Tips for the facilitator 7
Why this module? 8
Issue 8
Target 8
Objective 8
Demonstrated ability 8

Step 1: Learn (L) about the issue thoroughly 9
Part 1: Concept and availability of water 9
Part 2: Water is a renewal resource 17
Part 3: Why worry about freshwater resources? 21
Part 4: Global effort 24
Step 2: Experience and evaluate (E) the knowledge 25
Step 3: Adapt (A) the knowledge for your community 26
Step 4: Promote (P) the knowledge 27

References 27
Annex: Teaching outline (for the use of the facilitator) 28




Why this module
Wetlands occur everywhere on the Earth. A good wetland signifies a balanced ecosystem because it is the interface of land, water and air. Wetlands provide food and habitat for terrestrial, aquatic, amphibian and avian animals. So wetlands are an important place. But they are being lost due to natural as well as human actions. The loss of wetlands should be stopped and prevented. This is why this module has been developed.

About the material 4
Tips for the facilitator 7
Why this module? 8
Issue 8
Target 8
Objective 8
Demonstrated ability 8

Step 1: Learn (L) about the issue thoroughly 9
Part 1. What is wetland? 9
Part 2: Types of wetlands 11
Part 3: Why conserve wetlands? 12
Part 4: How can we safeguard wetlands? 17
Step 2: Experience and evaluate (E) the knowledge 19
Step 3: Adapt (A) the knowledge for your community 20
Step 4: Promote (P) the knowledge 21

References 21
Annex: Teaching outline (for the use of the facilitator) 21


Promoting Public Participation in Solid Waste Management

Module Home
Action Plan
(Click "Topics of Interest"

MODULE DESCRIPTION This module aims to develop a sample action plan to optimize public participation in solid waste management in cities. Target Audience: Municipal government officials who are in management positions.
INTRODUCTION: What is Public Participation? Why Public Participation?

It seems like everyone says that public participation is the key for successful solid waste management. Is it really so? What do we mean by "public participation"? Why is public participation important?

PART 1: Increasing Public Awareness in Reuse and Recycling

Why is it important to increase public awareness? In Part I, you will develop an action plan for increasing public awareness of reuse and recycling in a city in order to promote sorting waste at the source, and to decrease the total amount of waste.

PART2: Public participation in collection and disposal (under construction)
PART3: Public participation in charges/ financial mechanisms (under construction)

Time required: 40 min. (20 min. simulation + 20 min. developing an action plan) + asynchronous discussion

Published: 13 December 2004 -----Last Updated: 17 June 2005 (ver.02.4)

Monday, July 03, 2006

Global warming kid's site

EPA's Global Warming Kids Site
EPA's Global Warming Kids Site
Global Warming: What it is
Climate and Weather
Greenhouse Effect
What is the Climate System?
Climate's Come a Long Way!
The Climate Detectives
Climate Animations
Stuff for Teachers

Can We Change the Climate?
So, What's the Big Deal? We CAN Make a Difference!