GarNESupp, out for scaling to all regions

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(Right) Rosemin Laysa, Kalubkob Elementary School agriculture teacher demonstrates thepreparation of liquid fertilizer using kakawati leaves to participants.

A total of 37 participants, representing 14 Department of Education (DepEd) and 23 Department of Agriculture –Bureau of Plant Industries (DA-BPI) school gardening focal persons from the 16 regions, attended the three-day Training of Trainers (ToT) entitled Transforming School Gardening Program (Gulayan Sa Paaralan Program or GPP) for Better Learning and Nutrition outcomes. The ToT was held last March 29-31 at the DA-BPI Compound, Malate, Manila City and at the IIRR Y.C. James Yen Center, Silang, Cavite.

The 3-day training was facilitated by Irish Baguilat, IIRR Program Manager, Mary Ann B. Guerrero, and Romeo P. Ayos of DA-BPI. It provided participants knowledge and skills in training their respective personnel within their regions on ways enhancing the GPP and identifying strategies and mechanisms in sustaining and scaling out innovations through experiential learning with lectures, workshops, structured learning exercises, small-group discussions, demonstration and hands-on practicum.

Among the resource speakers were DA-BPI Director Vivencio Mamaril, DA-BPI Assistant Director Jennifer E. Remoquillo, Imelda A. Agdeppa, Food and Nutrition Research Institute – Department of Science and Technology (FNRI- DOST), DepEd Central Office representative Maria Corazon C. Dumlao, and IIRR Country Director Emily M. Oro. They shared their thoughts on the challenges we are facing in combating food and nutrition security in the country.

A total of 37 participants, representing 14 Department of Education (DepEd) and 23 Department of Agriculture –Bureau of Plant Industries (DA-BPI) school gardening focal persons from the 16 regions, attended the three-day Training of Trainers (ToT) entitled Transforming School Gardening Program (Gulayan Sa Paaralan Program or GPP) for Better Learning and Nutrition outcomes. The ToT was held last March 29-31 at the DA-BPI Compound, Malate, Manila City and at the IIRR Y.C. James Yen Center, Silang, Cavite.

The 3-day training was facilitated by Irish Baguilat, IIRR Program Manager, Mary Ann B. Guerrero, and Romeo P. Ayos of DA-BPI. It provided participants knowledge and skills in training their respective personnel within their regions on ways enhancing the GPP and identifying strategies and mechanisms in sustaining and scaling out innovations through experiential learning with lectures, workshops, structured learning exercises, small-group discussions, demonstration and hands-on practicum.

Among the resource speakers were DA-BPI Director Vivencio Mamaril, DA-BPI Assistant Director Jennifer E. Remoquillo, Imelda A. Agdeppa, Food and Nutrition Research Institute – Department of Science and Technology (FNRI- DOST), DepEd Central Office representative Maria Corazon C. Dumlao, and IIRR Country Director Emily M. Oro. They shared their thoughts on the challenges we are facing in combating food and nutrition security in the country.

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Participants visited IIRR BIG demonstration site to deepen their understanding on Bio-Intensive Gardening principles.

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(left-right) Wilma V. Evangelista of DA-BPI James Ian G. Paa of DepED from Region 8: Eastern Visayas, and Region 6: Western Visayas DepEd focal person Melchor Kim S. Kwan listing the effective strategies, challenges and issues on strengthening Gulayan Sa Paaralan during the workshop

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During the workshop

 

By: Ma. Shiela Anuncidao, Agriculture Officer, IIRR Philippine Program

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Transforming school gardens and linking it to the school feeding in Batangas Province

In 2012 to 2015, the International Institute of Rural Reconstruction (IIRR), the Department of Education Division of Cavite and the Food and Nutrition Research Institute of the Department of Science and Technology (FNRI-DOST) implemented a 3-year action research entitled “Integrated Approach to Address Food and Nutrition Security in the Philippines”. The research project (phase 1) funded by International Development Research Centre (IDRC) developed and adapted an integrated school nutrition model integrating school gardening, supplementary feeding and nutrition education in Cavite province.

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In 2016, IIRR, Dept of Education Bureau of Learner Support Services and Region 4A, FNRI-DOST, Dept of Agriculture Region 4A implemented a follow through 28-month action research project entitled “Improving Food and Nutrition Security in the Philippines through school interventions” to fine tune and scale up the model. From 28 schools in the province of Cavite, the project now covers 5 provinces in Region 4 A with 2751 public elementary schools. The scaling up of the model relies primarily on lighthouse schools (LS). Lighthouse schools are expected to demonstrate the model using the guides and are responsible in transferring the innovation to other schools in region 4A.LS are also the designated crop museums where seeds will be mass produced for schools and communities.  Fifty eight LS have been established across region 4A. In addition, 229 additional crop museums are being set up. These school crop museums will be responsible in producing planting materials for the rest the schools in.

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Ayao-iyao Elementary School, one of the LS in Batangas Province

Batangas, a province in Region 4A, is constantly confronted with malnutrition problems that plague thousands of its young children. In 2016, almost 41,500 malnourished students are being fed in its public schools. Determined to address this concern, Batangas School Division Supervisor Macaria Carina Carandang strongly promoted the Integrated School Nutrition Model throughout the province.

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Macaria Carina Carandang, Education Program Supervisor, Schools Division of Batangas

Supported by the school division superintendent and assistant superintendents, she organized a division-wide launching of the model in August 2016. Attended by officials from the Department of Education Batangas and heads of schools, Macaria Carandang used the event to encourage them to adapt the model in their respective schools. Benchmarking was held at two lighthouse schools in the province where teachers conducted demonstration teachings on topics like bio-intensive gardening and integrating indigenous vegetables in feeding recipes. Participants were also introduced to crop museums. The activities done during benchmarking were effective in persuading the participants to adapt the model in their schools. During the course of the year, more than 700 schools in the province received seed diversity kits from the lighthouse schools.

For Macaria Carandang, one of their best practices was the constant monitoring done at various levels: school, area and district. The visits of the superintendent to the schools also brought a positive impact to the school staff. To further motivate the schools to improve their gardens and feeding recipes and activities, Maria Carandang organized a division level competition for the best school implementers. Eight schools were awarded and it encouraged the non-awardees to improve their work for the next competition.

“Competitions are big motivators for school teachers,” Macaria Carandang shares. “It encourages them to be more active in implementing the Gulayan sa Paaralan Program.”

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Pinagtungulan Elementary School, one of the LS in Batangas Province

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Crop Museum Primer

Click here to download Crop Museum primer

 

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School Nutrition Brief

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Schools provide strategic and targeted pathways for delivering nutrition interventions to children and, indirectly, to their families and communities. A 3-year action research project (Phase 1) funded by International Development Research Centre (IDRC) from 2012 to 2015 developed and tested an integrated nutrition model of gardening, supplementary feeding and nutrition education, for schoolchildren in Cavite province in the Philippines. Results showed that supplementary feeding of malnourished schoolchildren using iron-fortified rice and indigenous vegetables from school gardens significantly improved their nutritional status. Enhanced knowledge, attitude and practices on gardening and nutrition were recorded among parents. The project tested and successfully sustained biointensive nutrition gardens and crop museums that aimed to retrieve and conserve crop cultivars while improving year-round availability of a diverse range of climate-resilient, locally adapted, and nutritionally important vegetables.

See more school-nutrition-brief

 

 

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Bio intensive garden (BIG) Primer

Click here to download BIG primer

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Agro-biodiversity Conservation in Schools: A Role for Crop Museums

Crop museums in schools serve as a focal point for saving crop varieties. This is a garden where teachers, students and community members can view a diverse range of nutritionally relevant and climate hardy vegetable varieties. It can include trees, shrubs, root and tuber crops, vines, and short-season annual crops. Crop museums also serve as nurseries (source of planting materials) for surrounding schools and communities. The mother plants are preserved in crop museums throughout the entire year.

Maragondon Elementary School

San Roque Elementary School

Why are crop museums important?

Over the centuries, backyard gardeners and family farms collected and preserved a diverse range of vegetable types and varieties. We are rapidly losing this diversity (agro-biodiversity). Once lost, we can never regain these important heritage varieties.

The Philippines is used to be known for its diverse backyard gardens. However, with modernization and increasing reliance on commercial imports of vegetables, this rich diversity of crops and, the culinary heritage associated with it, is also being lost. Moreover, we now realize that when we lose a variety of vegetable we might never be able to recover it again. With the loss of varieties, we might also tend to eat less diverse diets. This is especially evident when food prices (especially vegetables and fruits) are rising. The poor, who spend more than half their earnings on food, are affected the most: they tend to eat cheaper but less nutritious crops. No wonder malnutrition rates have risen among school-age children.

The fact that some of these varieties grown by our grandparents are still around only means that they can easily adapt to changes, hardy, and resistant to pests. Many of these varieties tolerate variable weather and changing climate conditions. We need to save them before they are totally lost. We might even find some of these crops useful in the future, when our climate has changed significantly.

Lima bean 2KadyosRice bean seeds and pods

Eggplant (Mistisa)Amaranth leavesWinged bean 2

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School gardens and backyards can be used to grow and save our crop diversity for future generations. Diverse gardens can often mean richer dietary diversity and therefore, better nutrition for kids and families. In fact, indigenous vegetables in the Philippines are generally more nutritious than many introduced crops.

School gardens can serve as repository for our vanishing genetic resources heritage the same way as a museum helps conserve valuable artifacts. Let’s start today! Let’s collect, propagate and share our seeds with our friends in school as well as parents, teachers and our neighbors.

What are the minimum requirements for a crop museum?

  •  The garden area should be at least 200 square meter or more. The plot should receive sunlight for at least 6 hours a day, with good water source and a drainage system in case of heavy rain.
  •  The school administrator should ensure that there are no potential future risks, e.g., use of land for buildings, on risks from flooding.
  •  The area should be fenced on all sides, with a double row of kakawate (planted 0.5m apart) to protect the garden from winds and typhoons and to serve as source of green leaf manure for the garden.
  • A small nursery – a simple shed with a transparent roof – should be set up for raising seedlings in trays and plastic bags.
  • To ensure high seed productivity, the garden should use bio-intensive methods using permanent, raised deep dug (12”) beds. Bio-intensive gardens ensure the highest possible productivity per unit area of land.
  • It is important that a committed school garden teacher is identified, whose administrator allows him/her to devote time for caring for and tendering the garden. Crop museums need dedicated care.

What crops to grow?

Indigenous vegetable crops that are nutritionally important and pf relevance to school feeding programs and for backyard gardens are given priority.

These are examples of nutritionally important vegetables (see annex A for a more comprehensive listing):

1. Amaranth (kulitis)2. Long-fruited jute (saluyot)

3. Philippine spinach (talinum)

4. Horseradish (malunggay)

5. Rice bean (tapilan)6. Cowpea (paayap)

7. Lima bean (patani)

8. Hyacinth bean (batao)

9. Ash/white gourd (kundol)10. Pigeon pea (kadios)

11. Winged bean (sigarilyas)

12. Okra

 What are the supplies and materials needed?

  • Basic garden tools
  • Plastic bags
  • Trays for seedlings
  • Mini nursery shed (for seedlings)

 How to start the collection of seeds/planting materials for crops propagation of these heritage crops?

  • The designated school district crop museum can organize a week long campaign to collectseeds ideally in the month of September and again in December and April (peak periods for seed production of local varieties).
  • School children and PTA members are asked to collect seeds from individual backyard gardens in rural communities (from individual gardeners not from seed shops). Varieties that were grown in the same geographic area for a minimum of three years, without chemical use can be considered potential/useful materials. No quantity of seed is small – even three seeds of a vanishing heritage crop will do!
  • Collect basic information from the grower:
  • Name of seed donor
  • Name of Student/Teacher who collected
    • Name of village
    • Local name of crop/variety
    • Uses
    • Special features (e.g. pest or drought resistant)
  • At the school, an accession number is provided by the supervising teacher, e.g., MAR 001, MAR 002, etc. for Maragondon.
  • A biodiversity register is maintained in each school. Do not request for complicated information. The basic information listed above will do. However, after growing the crop the teacher can continue to update the list, noting down special characteristics of the crop.
  • After the week-long collection campaign, seeds should be planted in the garden. Trellises are raised along periphery or at one end of garden plot for vine crops.
  • Crop museums may also need to do vegetative propagation using cuttings (malunggay, talinum).
  • The gardening practices and principles outlined in the BIG standard for Schools will used by schools in maintaining the gardens. (See Annex B.)
  • At harvest time only select seeds from a healthy plant. After harvest, seeds should be dried properly. Ideally, seeds should be dried for 3-4 hours for 3-5 days (avoid the mid-day scorching sun).Too much drying can kill the seed.
  • Before storing seeds, inspect the seeds well. Remove infested seeds to ensure that healthy seeds are free from pest and weed seeds.
  • All accessions of seeds should be multiplied on annual basis to retain viability, i.e. replant.
  • Bulk quantities of seeds can be placed in paper packets which are being placed in air-tight sealed containers. Tubers and peanuts can be stored in bags made of netting that allows circulation of air.
  • Seeds are distributed to partner schools at the start of the year.

What are the other roles of school crop museums?

  • Crop museums are also responsible to train teachers on the importance of plant genetic resources conservation, climate change adaptation, seed production, extraction, and preservation and storage methods. Prior to this, a training of trainer’s session will be conducted for district level crop museum teachers (conservators).

How to start seed exchange between schools and between districts?

  • Two seed exchanges can be facilitated, between schools and between school districts.
  • Schools will distribute “diversity” kits (20 small packets each with 5-20 seeds) in each kit.
  • Each school district will label seed packets with information on their crop museum.

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AGROBIODIVERSITY POSTER

Agro biodiversity poster_English

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Schools as Platforms to Deliver Integrated Nutrition: Review of Relevant Literatures

Nearly a billion people experienced hunger in 2010 (FAO/WFP 2010). Another billion are thought to suffer from “hidden hunger” in which important micronutrients are missing. Under nutrition remains one of the world’s most serious but least addressed socio-economic and health problem (FAO/WFP 2012; SUN 2010).

Maternal and child under-nutrition is the underlying cause of 3.5 million deaths each year and 35% of the disease burden in children younger than 5 years. For all developing countries, nearly a third of 178 million children younger than 5 years are stunted (low height for weight). There are 55 million acutely malnourished children globally (10%) and 19 million children severely acutely malnourished (3.5%).[1]

The recent Second International Conference on Nutrition (ICN2) brought UN member states together to bring much needed global attention to the billions of people around the world who suffer from all forms of malnutrition – undernutrition, overnutrition, and micronutrient deficiencies. There is now  a growing  global consensus that all forms of malnutrition are unacceptable, preventable, and more must be done to saves millions of lives from the devastating effects of malnutrition.( http://globalnutritionreport.org)

Though agriculture has already a strong impact on poverty and malnutrition (mainly the result of successful expansion of food staples such as cereals), the question needs to be asked if the nutritional impact of lower staple food prices is overcome by higher prices of vegetables, fruits and animal products over the past 25 years. These foods are particularly rich in micronutrients and other substances that are crucial to good health and human development. Agriculture practices need to be studied to see if agriculture can have a larger role in reducing micronutrient deficiencies and malnutrition.[2] The impacts of food price rises  in 2007-2008 have brought consideration attention to the impacts of  how food instability in Asia.

Climate change modeling studies suggest, that at the global level, climate change will reduce crop yields and land suitable for agriculture with the greatest impacts in tropical latitudes. Climate change could increase  the numbers of malnourished children ,especially in the least developed countries. Evidence supports the idea that the impacts of climate change on food security will spread unevenly, affecting the population that are currently most at risk. Several quantitative assessments also suggest that food prices will increase as a result of climate change, thereby affecting the ability of poor farmers to purchase food. Ultimately how strongly the impacts of climate change will be felt will depend on the ability to adapt to these changes.[3] Climate change is expected to result in further food price rises affecting the poor likely to eat more carbohydrate sources and less of the nutrient dense food sources.

This  increasing concerns about nutrition is bringing the global community together to  recognize the role of nutrition in development. The biggest recent step forward for the nutrition sector was the  establishment of the Scaling Up Nutrition (SUN) movement in 2010. World leaders came together again in June 2013 to endorse a global compact on nutrition for growth that will prevent at least 20 million children from being stunted and save at least 1.7 million lives by 2020. As of 2014, 47 countries joined the SUN movement”.[4]The Philippines has only very recently  joined the SUN movement

As result of this resurfacing  of the importance of  nutrition , the agriculture sector is also increasingly under pressure to better deliver on the nutrition objectives. A small part of that debate on  nutrition-sensitive agriculture mentions the role of bio-fortification which involves breeding new varieties of crops. Others promote diversification of agriculture and the need to ensure that nutrition outcomes accrue in all agriculture programs through the deliberate inclusion of nutrition outcomes in the impact pathways and value chains for  agriculture. It is believed that new ways of approaching agriculture, including bio diverse and agro ecological approaches to gardening, small holder diversification and agro forestry can provide the level of dietary diversity needed to reduce child stunting, by promoting a more diverse range of crops, tree species and protein (livestock, legumes) options. School gardens have proven to be an excellent mechanism to promote nutrition sensitive agriculture especially if agro ecological are used ensuring safe  food free of residues

School feeding programs  receive considerably more attention as mechanisms to address childhood level malnutrition. Recent analysis by the World Bank (WB), World Food Program (WFP) and the Partnership for Child Development identified ,that today, most countries are seeking to provide food, in some way and some scale to its school children (Bundy, et al., 2009). The coverage (however) is most complete in the rich and middle income countries. Countries do not seek to exit from continuing to provide food to their school children but rather tend to transit from externally supported projects to nationally owned programs.[5] These programs procure commodities locally and are referred to as Home Grown feeding (i.e. ingredients are promoted locally so as to stimulate local trade).

The 2013 Global Child Nutrition Forum meeting in Salvador in Bahla Broul recommended the “School Feed Program” be considered a key national investment that complements early child interventions to promote full child development. It also recommended that the integration of school feeding programs with effective complimentary interventions including sanitation, health, deworming, micronutrient supplementation or fortification and nutrition education. (Over forty countries were present. The Philippines was not one of them.)

Meanwhile, there have been changes in SHN programming over the past decade with  increasing recognition since 2000, in middle and low income countries. SHN programs, as it is now known  offer important benefits to education and can sometimes serve as a productive social safety net. The evidence for  these benefits of SHN  is growing and usually  uncontested . This recognition has resulted in a movement away from the traditional perception of SHN programs as primarily a health-promotion tool implemented by the health sector to a vision of programs that aim to improve educational outcomes. Such programs are largely implemented by the education sector and designed to reach the poorest segments of the populations.[6] As many as 368 million children receive school meals with up to US$ 75 billion invested each year.[7]

Research with teachers has shown that they use school gardens to enhance the learning of their students, promote experimental learning, and teach environmental education (De Marco 1999, Skelly and Bradley 2000). Studies have also found that using school gardens to support teaching also does in fact improve student learning (Sheffield 1992) and environmental disposition (Alexander et al.).[8] Studies in industrialized countries have shown that “students who are actively engaged in garden projects tend to enjoy learning and show improved attitudes towards education. …third, fourth and fifth grade students who participated in school gardening activities scored significantly higher on science achievement tests than students who did not experience any garden-based learning activities” (Klemmer, Waliczek and Zajicek 2005).[9]

A literature review conducted by Nikki Norman and her colleagues concluded that there is “meaningful evidence that environmentally related education using the best educational practices can increase academic achievement across curriculum subjects”. Studies of natural environments , it concluded ,can be a significant factor in academic achievement gains. Certain teaching practices and teaching support in environmental education appear to strengthen academic outcomes (Norman, K. et. Al., 2006).[10] The potential for gardening as an environmental subject especially in the context of climate change and the growing nutritional awareness has not been maximized in the developing world. Gardens in schools can serve as a powerful mechanism to educate students, teachers and parents alike.

Other studies have stressed the role of gardens in influencing the food habits of children. “Children who grow their own food are more likely to eat fruits and vegetables and to show higher levels of knowledge about nutrition. They are more likely to continue eating healthy habits through their lives. Eating fruits and vegetables in childhood has been shown to be an important predictor of higher fruit and vegetable consumption in adulthood which can prevent or delay  chronic disease conditions over lifetime (Blair2009).[11]

The school system provides a platform for delivering nutrition interventions which can include not just gardens and school feeding but also for environmental and nutrition education. Rather surprisingly, in the literature for Asia and Africa, there is only scant reference to efforts that link school gardens to school feeding programs. The school is a perfect venue for demonstrating the potential for linking garden with school feeding, an area that has surprisingly not been adequately addressed except in few cases as in the IDRC-supported school gardening program with the Department of Education and the Food and Nutrition Research Institute in the Philippines (discussed elsewhere in this document). The local school board, the PTA and other government organizations and NGOs are, in effect, in a best position to ensure effective implementation of school health and nutrition programs.

[1] Black, R.E., Allen, Lit., Bhulta, Z.A., Caulfield, L.E. de Onis, M. Ezzati., Mathers, C.Rivera, J. (2008). Maternal and Child Undernutrition:Global and Regional Exposures and Health Consequence. Lancet 37 (9608) 243-260.

[2] Arne Oshaug and Lawrence Haddad in Nutrition:  A foundation for Development, Geneva ACC/SCN 2002.

[3] Climate impacts on food and nutrition: a review of existing knowledge. Mel Office Hadley Centre and WFP office for Climate Change.UNWFP. 2010.

[4] Nutrition Sensitivity: How agriculture can improve school nutrition, Save the Children (2014).

[5] Bundy, D.C. Burbano ,M. Grosh A. , Gelli M. Jukes and Drake 2009. Rethinking School Feeding, World Bank Washington D.C.

[6] What Matter Most for School Health and School Feeding: A Framework Paper, The World Bank Saber Working Paper Series Number 3, June 2012. (http://issuu.com/world.bank.publications/docs/9780821379073)

[7]State of School Feeding Worldwide Overview 2013, WFP.

[8] Quoted in the growing phenomenon of school garden: measuring their variation and their effect on students’ sense of responsibility and attitudes towards science and the environment by Sonja, M., Skelly Cornell Plantations and Department of Horticulture, Cornell Univesity, Ithaca NY USA.

[9] Klemmer, Waliczek and Zajicek, 2005. Growing Minds: The effect of school gardening program on the science achievement of elementary students. Horticulture Technology 15(3) 448-452).

[10] Nomann, N., Jennings, A., Wahi. L. (2006). The Impacts of environmentally related education on academic achievement . A literature survey. Community resources for Science. www.crscience.org.

[11] Blair, Dorothy (2009). The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. The Journal of Environmental Education, Vol. 40, No. 2, Winter 2009.

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