Improving food and nutrition security in the Philippines through school interventions
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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.Más información
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.
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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.
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.
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.
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.
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.