Hanson, Gretchen2024-03-132024-03-132023https://hdl.handle.net/1813/114353The views expressed in this paper are those of the author, and should not be considered as representing of the views of GROWING project management or staff.Climate change poses challenges to local food systems worldwide, leading to greater food insecurity, disrupting rural livelihoods, and exacerbating existing gender inequities. Smallholder farmers are disproportionately affected by these challenges. Integrating nutritious, climate resilient crops into smallholder farming and food systems has potential for addressing food insecurity (especially among children and women of child-bearing age), vulnerability to the negative impacts of climate change, and rural household livelihood concerns. However, this approach requires new knowledge and extensive training related to nutrition, agronomic practices associated with new crops, and food marketing. This paper describes the processes, actors, key decisions, and outputs associated surrounding a new training manual for the Generating Revenues & Opportunities for Women to Improve Nutrition in Ghana (GROWING) project. It intended to serve as an instructive case study of the benefits and challenges associated with collaborative design and development of training programs and related learning resources. The paper explores the role of participatory and facilitative approaches in adult education and extension programs and emphasizes the importance of community-based extension agents (CBEAs) in facilitating learning, generating and disseminating knowledge, promoting self-reliance, and empowering fellow smallholder farmers. It examines the process for developing learning resources using a team- oriented and collaborative approach, addressing diverse needs of smallholder farmers and gender inequities.en-USAttribution-NonCommercial 4.0 Internationaldissertation or thesis