Post-harvest and Marketing

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Post-harvest and marketing is the fourth of four modules of the course entitled Agribusiness management for producers’ associations. The purpose of the module is to learn more about post-production activities such as processing, preservation and packaging. This module also gives an insight into the role of new information and communication technologies. The objectives of this module are:

  • To learn about post-harvest operations and distribution channels, as well as how to comply with food safety standards and systems
  • To identify and promote special characteristics for product positioning in certain market segments, and to know in which ways quality labels can be used to add value to agricultural products;
  • To demonstrate the usefulness of new information and communication technologies in improving information compilation and management in support of producers’ associations.


To this end, the conceptual content of this module has been organized into three units:

  • Unit 1 – Post-harvest and distribution discusses the concepts of post-harvest, distribution channels, logistics and traceability, as well as outsourcing and quality management;
  • Unit 2 – Quality as a factor of product differentiation highlights the ways in which market niches can be assessed and how quality labels work in these markets;
  • Unit 3 – Exploiting new information and communication technologies explains and promotes the use of information technologies to collect, analyse and manage information.


In terms of methodology, the units have been organized to give you the opportunity to discover each unit’s specific course content and the skills you will attain. Each has been structured to help you to identify in advance what you already know, thus enabling you to combine your existing knowledge with the course content to optimum effect. The aim is together to build our capacities by accumulating new knowledge in a pro-active and participative way.

In terms of assessment, we start from the principle that assessment is of most value when it is used to take decisions for improving the teaching/learning process. The three phases of assessment are: 

  • Initial assessment: this enables facilitators or tutors to analyse and predict your real capacity for learning. It will give you an idea of what each unit is about and what it aims to achieve in terms of increasing your self-motivation, updating your existing knowledge and preconceptions, and planning your own learning process fully.
  • Formative assessment: this enables facilitators to take decisions to improve the teaching/learning process (regulation) and will enable you to take decisions to improve your own learning process (self-regulation).
  • Summative assessment: this enables you to link together the key ideas, to find out what progress you have achieved and to see where you stand as regards a new learning process. 


The assessment instruments in this manual can be supplemented with any others that facilitators may consider appropriate to ensure that assessment becomes a group process and allows you to offer your constructive critical assessment of the validity of the course material and the way in which it is taught. 

Pilar Santacoloma
Alexandra Röttger
Florence Tartanac