Food security

What do we mean by Food Security?

Food security refers to the availability of food and one's access to it.

A commonly used definition is that used by the UN's Food and Agriculture Organization (FAO): “Food security exists when all people, at all times, have physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life.”

The following is far from exhaustive, but key issues facing global food supply include:

• Rising global population (especially in the developing world puts an ever increasing pressure on the global food supply)
• Scarcity of fresh water supplies (especially in developing countries with rapidly growing populations)
• Climate change/global warming (has led to more volatile and extreme weather patterns, which in turn could impact on global agricultural output)
• Natural disasters (such as tsunamis, volcanic eruptions, earthquake, etc. can all impact on agricultural output and, of course, access to it)
• Disease (affecting animals and crops can have major supply implications e.g. BSE, Food & Mouth, soy bean rust, potato blight, etc.)
• Rise of bio-fuels to combat global warming (puts increased pressure on land traditionally used for food supply)
• Land-use efficiency (in 1960, 1 hectare of land could feed 2 people, but by 2025, the same amount of land must feed five people)
• Soil erosion (traditional farming methods inc.. tilling/ploughing can result in significant loss of valuable soil)
• Increasing have/have not divide- number of people starving is increasing yet so too is the level of obesity in developed countries where 40% of food is also wasted

What it might mean for a food or drink manufacturer?

Procurement – as we source ingredients from across the globe, food companies have to minimise reliance on just one or two sources of supply and ensure they have a continuity plan in place to cope with supply disruptions.

Increased use of local, seasonal produce –a lesser reliance on global ingredients can minimise problems with supply, reduce food miles and ensure a more sustainable food supply chain.

Closer collaboration with primary producers – by working with the agricultural, horticultural, aquaculture and fishing sectors (both in developed and in developing countries), the food and drink industry can help to support and drive forward the development of new/ improved crops that are more disease & drought resistant, healthier and safer proteins, use of underutilised seafood species, more environmentally friendly/sustainable methods of food production, etc.

Links with research bodies and academic bodies – Investment in primary sector research is crucial to ensure the future supply of healthy food and a sustainable global food industry. This is likely to include work within cloning, nanotechnology, GM foods, novel processes and irradiation.

Consumer education – the food & drink industry has a key role in ensuring customers are aware of the need to reduce food wastage, adopt a healthy approach to food consumption and, generally, heighten awareness of global food supply issues.

Sustainable manufacturing (see also Scenario 1: Sustainability scenario) – in addition to its raw material sourcing, a food or drink processors should consider how else it can minimise its negative impact on the planet e.g. waste management, energy conservation, water management, use of new packaging technologies, etc.

Product development and reformulation (see also Scenario 2: New product development (NPD)) – this could involve looking at the use of GM or irradiated ingredients, use of new sustainably produced crops, reformulation to take account of new ingredients, use of more local and/or seasonal produce, portion sizes, etc.

Food safety – If products are to include products created and/or supported by new technologies, the food industry must ensure it has taken all necessary steps to ensure the safety of its consumers.

Context within Curriculum for Excellence?

Likely to cover all five core skills – communication, numeracy, problem solving, IT and working with others.

Clear 'partnership' opportunities with food & drink industry, Scottish food and agri research bodies and universities, and other agencies (e.g. UNICEF UK, United Nations World Food Programme, BBCSRC Food Security, etc.).

Outcomes: Excellent links with Social Studies (esp. people, place and environment and people in society, economy and business), Sciences and Technologies (esp. technological developments in society) but, as can be seen below, possible applications across other curriculum areas, e.g.

Health & wellbeing – Some outcomes in Food & Health e.g. food & the consumer e.g. HWB 2-37a[1.

Literacy & English – listening and talking (esp. finding and using information and understanding, analysing and evaluating ), writing (esp. organising and using information) and reading (esp. finding and using information and understanding, analysing and evaluating.

Mathematics – Depending on project/area of study, several outcomes could be achieved e.g. ideas of chance and uncertainty, data and analysis and money).

Sciences – depending on project it could have many implications across several areas. Possibilities include Biodiversity (SCN 4-01a, SCN 3-03a[13], SCN 4-02a[14], SCN 4-03a[15]), Planet Earth (energy sources and sustainability, processes of the planet), biological systems (SCN 4-13c[16]) and topical science (SCN 2-20a, SCN 3-20a[17], SCN 3-20b, SCN 4-20b).

Social Studies – links several areas including people, past events and societies (e.g. SOC 4-06a2 could be about the Irish potato famine) but strongest links within people, place and environment (projects could be perfect to address a large percentage of outcomes inc. SOC 2-07b, SOC 4-08a, SOC 1-09a, SOC 4-10a, SOC 4-10c3, SOC 4-09a4, SOC 3-11a, SOC 4-11a5, SOC 4-14a6) and people in society, economy and business (just a few examples include SOC 3-15a, SOC 4-15a, SOC 4-18a[7], SOC 3-19a[8], SOC 3-19b, SOC 4-19b[9] , SOC 3-20b).

Technologies – many technology outcomes that would be a good fit , in particular, technological developments in society (e.g. TCH 4-01a10, TCH 4-01c11, TCH 3-02a, etc.), many outcomes within ICT to enhance learning, perfect outcomes within Business contexts for developing technological skills and knowledge (e.g. TCH 3-06a, TCH 3-07a[12], TCH 3-07b), some outcomes in food & textiles inc. TCH 4-10b, TCH 4-11b and TCH 2-11b.

View more on the Learning and Teaching Scotland website Curriculum for Excellence.

Potential Study Areas

• Nutrition & Dietetics
• Food Science & Technology
• Biotechnology/sciences
• Aquaculture / Agriculture / Horticulture / Agronomy
• Agri / land economics
• Environmental Management

Relevance to Possible Food & Drink Careers

• Agri / Bio scientist
• Food scientist / technologist
• Quality Assurance
• Procurement
• Nutritionist / Dietician
• Policy Advisor

Food security in Action in the food & drink industry

As this is such a big issue it isn't quite so relevant to individual food and drink companies in Scotland: however, some of the examples in Sustainability and Ethical Trading could apply.

There are also lots of examples in Scotland's academic and food & agri research institutes e.g. University of Glasgow, SAC, University of Strathclyde, SCRI, etc.

Examples of Relevant CfE Outcomes

[1] 1HWB 2-37a - I can understand how advertising and the media are used to influence consumers.
[2] SOC 4-06a - Having critically analysed a significant historical event, I can assess the relative importance of factors contributing to the event.
[3] SOC 4-10c - Having studied an economic activity, I can explain its development and assess the impact of change within its locality and beyond.
[4] SOC 4-09a - Having evaluated the role of agriculture in the production of food and raw material, I can draw reasoned conclusions about the environmental impacts and sustainability.
[5] SOC 4-11a – Having researched the globalisation of trade, I can explain the interdependence of different parts of the world and assess the impacts for providers, consumers and the environment.
[6] SOC 4-14a6 – I can use specialised maps and geographical information systems to identify patterns of human activity and physical processes.
[7] SOC 4-18a – I can evaluate the impact which decision making bodies have on the lives of people in Scotland or elsewhere.
[8] SOC 3-19a – I can describe how the interdependence of countries affects levels of development, considering the effects on people's lives
[9] SOC 4-19b9 - By examining the role and actions of selected international organizations, I can evaluate how effective they are in meeting their aims.
[10] TCH 4-01a – I can compare traditional with contemporary production methods to assess their contribution in the world around me and explain the impact of related technological changes)
[11] TCH 4-01c - I can debate the possible future impact of new and emerging technologies on economic prosperity and the environment.
[12] TCH 3-07a – When participating in a collaborative enterprise activity, I can develop administrative and entrepreneurial skills which contribute to the success of the activity
[13] SCN 3-03a - Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world's food production.
[14] SCN 4-02a - I have propagated and grown plants using a variety of different methods. I can compare these methods and develop my understanding of their commercial use.
[15] SCN 4-03a – Through investigating the nitrogen cycle and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact
[16] SCN 4-13c - I can debate the moral and ethical issues associated with some controversial biological procedures.
[17] SCN 3-20a - I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development.