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

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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

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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

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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.

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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


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 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


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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


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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

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