Improving food and nutrition security in the Philippines through school interventions
In the Philippines, an estimated 14 percent of school children experience severe malnutrition. Schools provide strategic, targeted pathways for delivering nutrition to children and, indirectly, to their families and communities. A three-year research project (2012 to 2015) developed and tested a school-based integrated nutrition model involving bio-intensive gardening, supplementary feeding and nutrition education in Cavite province of the Philippines. Results showed that supplementary feeding of malnourished school children using iron-fortified rice and indigenous vegetables from school gardens significantly improved their nutritional status. Enhanced knowledge, attitudes, and practices on gardening and nutrition were also observed among parents. Phase 2 of this project will fine-tune methods to operationalize the integrated model and test strategies for scaling it up in 58 schools in Cavite province. Two different methods for scaling up will be tested. The first will involve working with public elementary schools at a sub-national level while the second will be directed at national agencies, policymakers, and media. Production of teaching resources, learning, and information exchange within the school system and wide dissemination of research results throughout the region will help develop capacity within institutions. To ensure sustainability of the integrated nutrition model, the project will explore how local government and the private sector can support school nutrition. The 28-month project is led by the International Institute of Rural Reconstruction in collaboration with the Food and Nutrition Research Institute and the Department of Education. It will benefit an estimated 93,000 children from 546 schools.
Project ID
108156
Project Status
Completed
End Date
Duration
28 months
IDRC Officer
Annie Wesley
Total Funding
CA$ 523,600.00
Location
Philippines
Programs
Agriculture and Food Security
Agriculture and Food Security
Institution Country
Philippines
Project Leader
Emilita Monville Oro
Institution
International Institute of Rural Reconstruction
Institution Website
Outputs
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Schoolbased supplementary feeding : are we gaining Paper
Well implemented school feeding programs are one strategy for improving the health and nutritional status of children, reducing absenteeism, and improving education outcomes. The school based supplementary feeding programme (SBFP) is characterized by on‐site feeding of beneficiaries for a duration of 120 days using a standard 20‐day cycle menu. The paper discusses interrelated factors that result in malnutrition in the Philippines. It is part of a larger project: Improving food and nutrition security in the Philippines through school interventions. The SBFP implemented through the integrated model resulted in a significant increase in mean weight and height among schoolchildren. Author(s): Agdeppa, Imelda, Oro, Emilita, Capanzana, Mario, Lainez, Carmina, Kirstein, Itliong, Sarmiento, Ian, Baguilat, Irish Language: English |
School nutrition conference activity report Report
The Project used a multiscalar approach to scale up the model: through partnerships with civil society organizations, local government units and the private sector, and through Lighthouse schools and crop museums, the integrated school nutrition model and Bio‐Intensive Gardening (BIG) technology is scaled out at the sub‐national level. Partnerships with relevant National agencies such as the Department of Education helped scale up, institutionalize and sustain the model. This annex provides brief reports on conference presentations and proceedings, including recommendations. Author(s): Oro, Emilita, Agdeppa, Imelda, Baguilat, Irish, Itliong, Kirstein, Anunciado, Ma. Shiela Language: English |
Integrated approach to implement school nutrition programs - research results Report
This vibrant PowerPoint presentation provides information regarding the concept and workings of the multi-scalar approach to scaling up a school nutrition model, integrating bio-intensive school gardens at the local level with support from national agencies, the Department of Education, as well as donor organizations. Lighthouse Schools (LS) play a central role in outscaling of the Integrated School Nutrition Model at the local/ district level in the Philippines. LS initiate or organize at district level hands-on training and seed exchange events. Schools serve as custodians of biodiversity heritage as well as community seed banks. Slide images illustrate the integrated approach. Author(s): Oro, Emilita, Agdeppa, Imelda, Gonsalves, Julian, Capanzana, Mario, Baguilat, Irish, Sarmiento, Ian Kurt, Itliong, Kirstein, Lainez, Carmina, de Castro, Ronnie, Anunciado, Ma. Shiela Language: English |
Improving food and nutrition security through school interventions Report
This report describes successful mechanisms in implementation of The Integrated School Nutrition Model in the Philippines education system. Designed to link school gardens, supplementary feeding, and nutrition education, it builds on existing nutrition interventions of the Department of Education (DepEd), placing special emphasis on sustainability and synergy of programs. Better integration of school gardens, school feeding, and nutrition education was successfully achieved as shown by the utilization of garden produce (42%) in the feeding program, use of gardens in four learning areas, and implementation of nutrition education activities in five platforms. The program is slated for adoption by 46,000 schools. Author(s): Oro, Emilita, Agdeppa, Imelda, Gonsalves, Julian, Baguilat, Irish, Capanzana, Mario Language: English |
Nutrition education modules Training Materials
This Annex presents revised nutrition education for school garden practices, Modules 1-5, part of the wider project “Improving food and nutrition security in the Philippines through school interventions.” Topics of Modules are, Module 1: Food Is For Life Nourishment! (nutrition information) Module 2: Grow Veggies In Your Home Garden (location, preparation of the garden, seeds and planting) Module 3: Food Safety is Linked to Nutrition (food storage and handling) Module 4: Good Hygiene Practices (common causes of diarrhea and worms) Module 5: Physical Activity for Healthy Mind and Body. Author(s): Oro, Emilita, Agdeppa, Imelda, Sarmiento, Ian Kurt, Itliong, Kistein, Baguilat, Irish, Anunciado, Ma. Shiela, Lainez, Carmina, Gonsalves, Julian, Capanzana, Mario Language: English |
Posters on school-based feeding and indigenous vegetables Training Materials
Posters on school-based feeding and indigenous vegetables include topics such as: how-to start gardening; identification of indigenous vegetables; recipes; visual explanation of school supplementary feeding program; schoolyard garden conservation of biodiversity, gardening for healthier families. Author(s): Oro, Emilita, Agdeppa, Imelda, Baguilat, Irish, Gonsalves, Julian, Capanzana, Mario, Sarmiento, Ian Kurt, Itliong, Kirstein, Lainez, Carmina, de Castro, Ronnie, Anunciado, Ma. Shiela Language: English |
Climate and nutrition smart gardens Paper
This in-depth paper provides information on all aspects of the successful scaling up of school gardens in the Philippines. In 2017, the Department of Agriculture (DA) supported the Department of Education (DepEd) school gardens effort to provide technicians, gardening tools, seeds, organic fertilizers, and irrigation equipment. The departments are working together towards implementation of a now national school gardening program. Involvement of students, school staff, parents, and community volunteers are vital in sustaining school gardens, as manifested in 95.24% of the schools with well-maintained school gardens and established partnerships with numerous different stakeholders. Author(s): Oro, Emilita, Agdeppa, Imelda, Baguilat, Irish, Anunciado, Ma. Shiela, Gonsalves, Julian, Capanzana, Mario, de Castro, Ronnie Language: English |
Leveraging schools as platforms for effective nutrition interventions : school based feeding programs Paper
School feeding is a complex intervention. Designing effective programs on a national scale requires collaborative effort, evidence base, and an impact-driven approach that allows for efficient implementation and long-term outcomes. The Integrated Approach to Address Food and Nutrition Security in the Philippines is a 3-year research project that demonstrates and refines the effectiveness of the integrated model, while strengthening the links between its’ three components: school garden, supplementary feeding, and increased nutrition education. The project team worked closely with partners to develop implementation guidelines for a successful model, using consultative and participatory processes in 58 participating schools. Author(s): Oro, Emilita, Agdeppa, Imelda, Sarmiento, Ian Kurt, Gonsalves, Julian, Baguilat, Irish, Capanzana, Mario, Itliong, Kirstein, Anunciado, Ma. Shiela, de Castro, Ronnie Language: English |
Biointensive gardening in schools Report
This PowerPoint presentation provides an overview of the development of school gardens in the Philippines into an important part of the newly designated National Greening Program which extends until 2028. The program supports food security in schools and communities through promoting, designing and implementing self-help food production activities and values among learners, with appreciation of agriculture as a life support system in the wider community. The slides show how a Bio-Intensive Garden (BIG) functions, with illustrated features such as agrobiodiversity, year round growing, nutritional diversity and local vegetable production. Author(s): Oro, Emilita, Baguilat, Irish, Anunciado, Ma. Shiela, Gonsalves, Julian Language: English |
Improving food and nutrition security in the Philippines through school interventions Report
This presentation provides information regarding the concept and workings of scaling up a school nutrition model, integrating bio-intensive school gardens at the local level with support from national agencies, the Department of Education, as well as donor organizations. Lighthouse Schools (LS) play a central role in scaling out the Integrated School Nutrition Model at the local/ district level in the Philippines. LS initiate or organize at district level hands-on training and seed exchange events. Schools serve as custodians of biodiversity heritage as well as community seed banks. Slide images illustrate the integrated approach towards improved child nutrition and community health. Author(s): Oro, Emilita, Agdeppa, Imelda, Baguilat, Irish, Gonsalves, Julian, Capanzana, Mario, Anunciado, Ma. Sheila, Sarmiento, Ian Kurt, Itliong, Kirstein, de Castro, Ronnie Language: English |
Conserving agro-biodiversity through school crop museums Report
Schools can serve as custodians of biodiversity heritage as well as community seed banks. This vibrant PowerPoint presentation provides information regarding the concept and workings of school crop museums within the larger project: Improving food and nutrition security in the Philippines through school interventions. It gives instructions on design and implementation of schoolyard gardens with illustrations of produce varieties indigenous to school areas, and tips on how to plant and grow locally adapted crops. Author(s): Oro, Emilita, Gonsalves, Julian, Baguilat, Irish, Anunciado, Ma. Shiela Language: English |
Primers on crop museum and bio intensive gardening Training Materials
This detailed brochure produced by the Department of Education (DepEd) in the Philippines, outlines practices for successful design and implementation of school gardens, applying the Integrated School Nutrition Model. DepEd promotes food security and economic stability through implementation of the school garden “Gulayan sa Paaralan Program” (GPP) to support poverty alleviation and hunger mitigation initiatives of the government. The GPP covers establishment of vegetable gardens, vegetable and tree nurseries, tree planting, propagation of medicinal plants, composting, school landscape aesthetic, vegetable development, crop museum, and related livelihood activities. Author(s): Oro, Emilita, Baguilat, Irish, Anunciado, Ma. Shiela, Gonsalves, Julian, de Castro, Ronnie Language: English |
Annex 12 - case stories : bringing gardens from one school to another Brief
To successfully implement a school garden, the correct approach will acknowledge aspects of lack of space, access to water, pest control, soil and crop management and include updates to teachers on agricultural technologies. This Annex is a compilation of case studies, experiences and lessons learned from school gardening/school nutrition projects in Cavite Province, the Philippines. A successful School Garden Program requires the passion, determination, and commitment of agriculture teachers. The technical assistance provided by other stakeholders and Department of Education (DepEd – Cavite), through the unwavering support of its Education Supervisor, greatly contributed to the accomplishments of the school garden project. Author(s): Oro, Emilita Language: English |
Enhancing opportunities for nutrition education in public elementary schools in the Philippines Paper
This detailed paper outlines a successful integrated school nutrition model that was scaled up nation-wide in the Philippines. A capacity building program was implemented in order to train 58 school administrators in “Region IV.” A network of “Lighthouse” or sentinel schools was established and a guideline specifically for nutrition education was developed (Annex 1). The paper describes approaches for implementation and interventions that worked, and that can be replicated, monitored and evaluated. A legal mandate for the Department of Education (DepEd, Philippines) will help set up and facilitate mainstreaming and sustainability as well as ensuring sufficient allocation of human and other resources. Author(s): Oro, Emilita, Agdeppa, Imelda, Itliong, Kirstein, Sarmiento, Ian Kurt, Baguilat, Irish, Gonsalves, Julian, Capanzana, Mario Language: English |
Key messages for policy and programming considerations Brief
An integrated model of gardening, supplementary feeding, and nutrition education (GarNESupp) among school children in Cavite Province in the Philippines was implemented. The study showed effectiveness of the model in improving the nutritional status of children; improving the Knowledge, Attitudes and Practices (KAP) both among children and parents; and sustaining the implementation of bio-intensive nutrition gardens and crop museums. These strategies help sustain and conserve crop cultivars while improving year-round availability of a diverse range of climate-resilient, locally adapted, and nutritionally important vegetables. This policy brief provides details of the programme, the study, and transferrable interventions and outcomes. Author(s): Oro, Emilita, Agdeppa, Imelda, Gonsalves, Julian, Baguilat, Irish, Capanzana, Mario Language: English |
Annex 8 : compilation of resource materials prepared for media personnel Report
The project developed and tested a successful “integrated school nutrition model” in the Philippines that includes bio-intensive school gardens, enhanced nutrition school meals programmes, and nutrition education. This comprehensive presentation provides sources and resources regarding the three-year action research project, its implementation, outcomes, and associated events. Enabling factors where schools can serve as local level platforms for nutritional and environmental sharing are: capacity development and sensitization of school administrators, development and dissemination of nutrition-agriculture learning modules for teachers, promotion of garden-based teaching, and promotion of an approach that allows children to bring acquired skills and knowledge at home. Author(s): Oro, Emilita, Agdeppa, Imelda, Baguilat, Irish Language: English |