Strengthening the school nutrition program in the Philippines

The influence of fast food stores, changing lifestyles with both parents working, a poor knowledge of dietary nutrition, and reduced intake of fruits and vegetables are contributory factors to the problem of malnutrition among school children.

Recently the government of the Philippines has put in frameworks to support a program of school level gardening, bringing together agencies such as the Department of Education and the Department of Agriculture. The school feeding program is receiving increased attention in the past two years. Overall the opportunities for leveraging the nutrition contributions of school gardens have been considerably enhanced.

In the past few years the Philippines has a national program on school gardening. The International Institute of Rural Reconstruction (IIRR), Food and Nutrition Research Institute of the Department of Science and Technology (FNRI) and the Department of Education Cavite Province are working on a program to demonstrate the value of linking three related areas of school nutrition: gardening, feeding and nutrition education. This IDRC supported program (See video here) is designed to generate evidence on the value of school gardens and to establish on the ground demonstrations of the value of linking feeding programs to school garden programs.

The school gardening program uses an environmentally sound approach to produce a diverse range of vegetables with no chemical inputs of any kind. A diverse garden guarantees good nutrition providing Vitamin A and C, Iron, Calcium, Protein and various other micronutrients. To link gardens and school feeding program, standardized recipes that are appetizing to school kids were developed by FNRI.

The IDRC supported project is also designed to generate educational resources for use in scaling out the program to other schools. Posters are designed to provide key educational messages for children, teachers and parents. These posters have been distributed to as many as 5 provinces all over the country.

Within the next months IIRR, FNRI and the Department of Education plan to bring this experience and these results to the policy makers in Manila in the hope of influencing the national efforts in school nutrition. IIRR is also working to support the work of the Department of Social Welfare in day care centers in the province of Cavite. All information, education, and communication materials developed by the project such as posters and recipe booklet  are available for download at schoolnutrition.comli.com.

The components of the integrated school nutrition program currently being tested and adapted in the province of Cavite are as follows:


COMPONENT 1. ENHANCED SCHOOL GARDENING


11

 The introduction of Bio-intensive Gardening Technology (BIG) in schools aims to enhance the productivity and functionality of gardens by improving the garden ecosystem and agro biodiversity

The gardens rely on green leaf fertilizer. The use of deep dug raised beds is expected to help schools grow vegetables in spite of rising temperatures and variable rainfall (see BIG Video). Gardens are diverse and provide a wider array of crops of green leafy vegetables, root crops, legumes and fruit vegetables (tomato and eggplant). Bio-intensive gardens are considered climate smart as they use less water, no chemical inputs and use only seeds that are produced locally, thus, gardens have small carbon footprint.

Introduction and popularization of nutritionally dense indigenous vegetables

Indigenous vegetables are known to be hardy, thus, more tolerant to pest and drought. These vegetables are easy to maintain making it appropriate to be grown in the school setting. Schools were also encouraged to produce seeds within the garden to ensure availability of seeds at any time of the year.

Here are some posters and flyers we use:

Eng4T      Ind_VegT   Agro biodiversity poster_English  Eng1T

Introduction of fertilizer trees in the garden system

Healthy soil is key to having a productive and sustainable garden. One of the factors affecting the overall school garden productivity is poor soil quality. Gliricidia sepium (kakawate, madre de cacao) was introduced to schools to serve as bordeline trees. Unlike other nitrogen-fixing trees, Gliricidia sepium provides more biomass and can withstand constant pruning. The leaves are used as green manure.

IMG_1762   Photos 2648   IMG_7692

Leaves are available for use as early as 10 months after stem cuttings or seeds are planted. Stems are cut not lower than 1 meter above the ground and leaves are incorporated in the garden plots. In ten to fourteen days, plots can be planted again. In the dry season, trimming is not recommended. The trees are allowed to grow until the start of the rainy season. In the dry season, trees help lower the temperature within the garden. Furthermore, the cool environment also reduces evaporation of applied water.

Schools are encouraged to apply various soil and water conservation technique

In the Philippines, the annual school vacation falls during the dry season starting mid March to May. During this period, most school gardens are left untended. Since gardens are left out during this period, teachers have to start over from weeding to garden bed and soil preparation at the start of the school year. The practice of cover cropping using leguminous crops such as cowpea (Vigna umguiculata) and rice bean (Phaseolus calcaratus Roxb) was introduced as one way to improve soil quality during this period. Low organic matter in the soil is one of the major issues identified affecting schools. Cover crops serve as protection for the soil from drying up, a source of fertilizer, and helps reduce weed infestation.

IMG_3956    IMG_3028

Establishment of 5 decentralized Crop Museums in 5 schools

Crop Museums serve as decentralized facilities where teachers, students and community members can view a diverse range of nutritionally relevant and hardy vegetable varieties. It includes shrubs, root crops, creepers, and short season annual crops. It will also serve as nurseries (source of planting materials) for surrounding schools and communities. The mother plants are preserved in crop museums through the entire year.

Alulod Elementary School   Bulihan Sites and Services Elementary School   Maragondon Elementary School

San Roque Elementary School    Ternate Elementary School


COMPONENT 2: ENHANCED SUPPLEMENTARY SCHOOL FEEDING


64170_514220145321919_2034826212_n

A 3-week cycle menu that utilizes diverse vegetables that can be found in the garden was developed and tested in 2 schools.

Three-weeks Cycle Menu for Supplementary Feeding Activities_Page_20       Three-weeks Cycle Menu for Supplementary Feeding Activities_Page_23      Three-weeks Cycle Menu for Supplementary Feeding Activities_Page_32

Recipe booklet


 COMPONENT 3: NUTRITION EDUCATION


1472827_10200372071424753_495103266_n

Two modules were developed for use to educate parents and school children about nutrition. The development of the modules was based on the result of the knowledge, attitude and practice survey done with school children and parents in various schools.

Eng3T    Eng2T

Nutrition Education Module for Parents or Caregivers_Page_02   Nutrition Education Module for Parents or Caregivers_Page_13    Nutrition Education Module for Parents or Caregivers_Page_20   Nutrition Education Module for Parents or Caregivers_Page_25

Articles:

Fighting malnutrition with veggies

Schools against malnutrition
Feeding the mind and body

School Nutrition Brief

school-nutrition-brief-cover-page

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

 

 

Bio intensive garden (BIG) Primer

BIG PRIMER

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

Hyacinth bean 1IMG_1958Cowpea red 2

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.

_________________________________________________________________________________________________

AGROBIODIVERSITY POSTER

Agro biodiversity poster_English

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.

Enhanced School Nutrition Program: Policy briefs

The three-year research project had produced documents for policy makers and other relevant agencies that are supporting or implementing nutrition programs. Policy briefs for each component of the integrated school-based nutrition approach can be found on the links below.

Enhancing the Nutrition and Agrobiodiversity Outcomes of School Gardens

The Efficacy of Supplementary Feeding among 6-8 years old Schoolchildren in Selected Elementary Schools in Cavite

The Effects of Nutrition Education on Knowledge, Attitude and Practice Among Schoolchildren and their Parents

School-based Supplementary Feeding Recipe Booklet

The IDRC supported project developed and tested 15 standardized recipes. The recipes features a range of indigenous vegetables. Here is a copy of the recipes:

Recipe booklet

When the native strikes back…

A range of indigenous vegetables are slowly disappearing as a result of increasing demand for food, changing dietary preferences and influx of exotic vegetables in the market. With the impacts of climate change in agriculture and the increasing burden of malnutrition, indigenous vegetables are of special importance because of their ability to cope with environmental stresses and nutritional content. Here is a poster to widely promote indigenous vegetables.

Poster_Indigenous Vegetables

Agro-biodiversity Conservation in Schools

AGROBIODIVERSITY POSTER

Agro biodiversity poster_English

Let’s save our vanishing crop resources because they could provide better nutrition in a changing climate environment.

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

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.

The fact that some of these varieties grown by our grandparents are still around only means that they are adaptable, hardy, and tolerant  to pests.

Many of these varieties tolerate and can adapt better to  variable weather & changing climate conditions. We need to save them before they are totally lost.

So let’s search for these crops, plant them in our gardens, and share the seeds with schools and communities and save them for future generations.