To see the other types of publications on this topic, follow the link: School feeding.
Journal articles on the topic 'School feeding'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School feeding.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Cervato-Mancuso, Ana Maria, Marcia Faria Westphal, Erica Lie Araki, and Claudia Maria Bógus. "School feeding programs' role in forming eating habits." Revista Paulista de Pediatria 31, no. 3 (September 2013): 324–30. http://dx.doi.org/10.1590/s0103-05822013000300008.
Full textAbstract:
OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil). Key informants from municipal public schools were interviewed. Public schools were selected (n=13) and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.
2
Ayehu, Solomon Muluken, and Addisu Tadesse Sahile. "Body Mass Index and Associated Factors of School Absenteeism by School Feeding Program at Selected Primary Schools in Addis Ababa, Ethiopia: A Comparative Study." Scientifica 2021 (March 23, 2021): 1–7. http://dx.doi.org/10.1155/2021/6671468.
Full textAbstract:
Background. Quality of education plays a crucial role in the social, economic, and political development of a nation. Primary school is a vital stage in developing the personality and consciousness of school children. Objective. The study assessed the Body Mass Index and factors associated with School Absenteeism at selected primary schools in Addis Ababa, 2018. Methods. A comparative cross-sectional study was undertaken on 324 (162 each group) from selected primary schools of Addis Ababa from May 02 to July 30, 2018. All participants and their families provided written informed consent and assent. A systematic random sampling technique was used to select participants, where the list of students was once identified from the selected schools. An independent t-test was undertaken at p value <0.05 as the statistically significant level. And, binary logistics regression was used for the identification of factors statistically associated with school absenteeism, with its respective 95% confidence interval (CI) and p value of <0.05 significant level. Findings. There was a statistically significant difference between feeding and nonfeeding participants on average weight, school absenteeism, and BMI for age, at p < 0.05 . Participants who enrolled in the school feeding program had a higher average weight than nonfeeding participants ( p < 0.05 ). Participants from the feeding group had lower average school absenteeism than their counter participants ( p < 0.05 ). The average BMI for age was significantly higher among feeding participants than nonfeeding participants ( p < 0.05 ). The odds of having school absenteeism were 1.796 times higher among feeding participants than among nonfeeding participants (AOR: 1.796; 95CI:1.061–3.042, p < 0.05 ). The odds of sustaining absenteeism from the school were 2.257 times higher among feeding participants than among nonfeeding participants (AOR: 2.257; 95%CI: 1.291–3.948; p < 0.05 ). Conclusion. A higher number of school absenteeism, average weight, and BMI for age were observed in participants enrolled in the school feeding program than those who did not get enrolled in the feeding program. Large-scale studies were recommended to testify the impacts of school feeding on absenteeism.
3
Sitali, Constance, Oswell Chakulimba, and Sophie Kasonde. "SUSTAINABILITY OF SCHOOL FEEDING PROGRAMME IN WESTERN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 4 (May 14, 2020): 340–51. http://dx.doi.org/10.29121/granthaalayah.v8.i4.2020.73.
Full textAbstract:
School Feeding Programme (SFP) is the provision of food to primary day-school children. It is an intervention designed to support the education of children living in poverty and food insecure areas. It is viewed as a potential safety net and social support measure that help keep children in school and make them learn. The study was designed to establish the sustainability of school feeding programme in Zambia with specific focus on Western Zambia. A descriptive survey design was used. The study employed both qualitative and quantitative research methods. The instruments that were used in data collection included questionnaires, interviews and focus group discussion guides. This research was conducted in nine of the sixteen districts of Western Zambia. The sample consisted of four hundred fifteen respondents drawn from the targeted population. Simple sampling and purposive sampling procedures were used to select the respondents. Qualitative data were analysed using descriptive statistics while qualitative data were done using the thematic approach. The findings of the study revealed that SFP in most schools was not sustainable because it relied mostly on external support and also showed that the challenges faced the implementation of SFP were diverse. Few Schools that revealed SF was sustainable attributed the sustainability to the school projects they were engaged in. It was also disclosed that Home Grown School Feeding (HGSF) was identified as the best option for effective and sustainable SFP. The study recommends the need for the government to revamp the production unit in all the schools; for correct assessment of local and national capacity, and the need for complimentary investment in local agricultural production to ensure smooth programme operation and sustainability.
4
Torres, Irene, and Venka Simovska. "Community participation in rural Ecuador’s school feeding programme." Health Education 117, no. 2 (February 6, 2017): 176–92. http://dx.doi.org/10.1108/he-02-2016-0009.
Full textAbstract:
Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.
5
Banwat, ME, JO Fayenuwo, AO Pamtok, CJ Okorie, L. Okoro, YO Tagurum, TJ Akosu, MP Chingle, and AI Zoakah. "Comparing dietary practices and nutritional status of children on school feeding programme with others in Jos North Local Government Area, Plateau state." Journal of Epidemiological Society of Nigeria 2 (July 18, 2020): 59–66. http://dx.doi.org/10.46912/jeson.24.
Full textAbstract:
Background: Childhood malnutrition is a public health problem in most developing countries and in Nigeria, to control it the school feeding programme was launched. This study sought to compare dietary practices and nutritional status of school children on the feeding programme with those not included in the programme, in Jos North Local Government Area, North-Central Nigeria.Methods: This school-based comparative cross-sectional study was carried out among 247 pupils selected using a two-staged sampling technique from four public primary schools; two of which were running the National School Feeding Programme. Data was collected and analysed using Statistical Package for Social Sciences version 21.0. A 95% confidence interval was used and a probability value of p ≤ 0.05 was considered statistically significant.Results: There was no statistically significant difference in the nutritional practices of the pupils in both groups (p = 0.3661) and majority of the pupils on the school feeding programme liked the food served because it was palatable. The prevalence of stunting among school-fed pupils was 43.3% compared with 47.5% among the non-school fed pupils (p=0.035). The prevalence of overweight among school-fed pupils was 1.6% compared with 2.5% among those not on the school feeding programme (p = 0.456). The proportion of children with normal weight for height was higher among school-fed pupils (92.1%) compared with the non-school feeding programme group (84.2%) (p=0.035).Conclusion: There was no difference in the dietary practices reported by both groups of pupils; however, nutritional status was better among the school-fed children. It is recommended that the school feeding programme be extended to all public primary schools in Jos North LGA.
6
Owusu, Justina Serwaah, Esi Komeley Colecraft, Richmond NO Aryeetey, Joan Anne Vaccaro, and Fatma G. Huffman. "Nutrition Intakes and Nutritional Status of School Age Children in Ghana." Journal of Food Research 6, no. 2 (February 6, 2017): 11. http://dx.doi.org/10.5539/jfr.v6n2p11.
Full textAbstract:
This paper compares nutrition intakes and nutritional status of school children from two public schools in neighbouring communities of Ghana with different school feeding programmes. One hundred and eighty-two caregiver and school-age child pairs were interviewed concerning socio-demographics, dietary practices, and food security in a cross-sectional design. The independent t-test was used to compare the contribution of the publicly funded Ghana School Feeding Programme and private School Feeding Programme meals to total daily nutrient intakes of the children. Predictors of nutritional status of the children were assessed using logistic regression models. The private school feeding programme contributed more energy, protein, and micronutrients as compared to the government school feeding programme. About two-thirds (67.0%) of the children were stunted, underweight, or anaemic. Child’s age was a significant predictor of stunting. Undernutrition was prevalent among children from both programmes. Improved quality of diet from the feeding programmes may contribute to addressing malnutrition in these children.
7
Sekiyama, Makiko, Takayo Kawakami, Reisi Nurdiani, Katrin Roosita, Rimbawan Rimbawan, Nobuko Murayama, Hiromi Ishida, and Miho Nozue. "School Feeding Programs in Indonesia." Japanese Journal of Nutrition and Dietetics 76, Supplement (July 1, 2018): S86—S97. http://dx.doi.org/10.5264/eiyogakuzashi.76.s86.
Full text
8
Galloway, Rae, Elizabeth Kristjansson, Aulo Gelli, Ute Meir, Francisco Espejo, and Donald Bundy. "School Feeding: Outcomes and Costs." Food and Nutrition Bulletin 30, no. 2 (June 2009): 171–82. http://dx.doi.org/10.1177/156482650903000209.
Full text
9
Mohammed, Abdul-Rahim. "How Austerity Undermines School Feeding Programmes: An Analysis of Ghana’s Home-Grown School Feeding Model." Journal of Humanities and Social Sciences Studies 3, no. 5 (May 29, 2021): 23–30. http://dx.doi.org/10.32996/jhsss.2021.3.5.3.
Full textAbstract:
Starting in 2015, the government of Ghana implemented austerity as a response to economic challenges in the country. The aim of this paper, therefore, is to demonstrate how a political climate of austerity undermines the goal of linking local agricultural production to school feeding markets. The paper draws on one-on-one semi-structured in-depth interviews with 25 service providers and one expert from the international NGO SEND-Ghana to examine the implication of austerity for Ghana’s home-grown school feeding programme. The findings reveal that austerity has meant that the actions and decisions of the service providers undermine the critical goal of linking the school feeding market to local agricultural production. Specifically, due to significant delays in reimbursing service providers for services delivered, the service providers are forced to deliver the programme by relying on credit purchases from the open market, rather than purchasing 80% of their foodstuff from the local smallholder farmers as required of them. Thus, Ghana might miss out on the development policy potential of stimulating local agricultural production through its connection to school feeding markets.
10
Sitali, Constance, Oswell Chakulimba, and Sophie Kasonde Ng’andu. "THE BENEFITS OF SCHOOL FEEDING PROGRAMME IN WESTERN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 9 (September 30, 2020): 176–82. http://dx.doi.org/10.29121/granthaalayah.v8.i9.2020.1412.
Full textAbstract:
The study sought to establish the benefits of school feeding programme (SFP) in Western Zambia. It also brought out the challenges encountered in the execution of the programme. This article is an extract from one of the objectives of ongoing study. School feeding entails the distribution of food commodities to children who attend school. The commodities may be locally grown and purchased or contributed by international donor community. The food may be consumed by the learners in school. In other settings, it may be given as take-home ration for consumption by the families that regularly send their children to school. The study employed a descriptive survey research design to collect, analyse and interpret both quantitative and qualitative data from 415 respondents. The results of the study showed that the school feeding programme is an intervention which has enormous education benefits; equitable access to education, increased school enrolment, improved attendance, punctuality and academic performance. Other benefits include: health and nutrition, social protection, parent involvement, and opportunities for local farmers. However, challenges were also reported; there were some possible negative attributes to the increase in the enrolment rates, that is, the educational quality may be compromised if the number of learners exceeds available resources such as desks, text books, teachers, and irregular supply of food to schools. The study recommended that plans and measures should be put in place by the government, relevant ministries and development partners on how to increase existing human, physical, and financial resources for the school feeding programme to be effective and sustainable. SFP should also be decentralized to the schools and community levels with more support from provincial offices to ensure a more effective school feeding programme.
11
Rocha, Naruna Pereira, Mariana De Santis Filgueiras, Fernanda Martins de Albuquerque, Luana Cupertino Milagres, Ana Paula Pereira Castro, Mariane Alves Silva, Glauce Dias da Costa, Silvia Eloiza Priore, and Juliana Farias de Novaes. "Analysis of the national school feeding program in the municipality of Viçosa, state of Minas Gerais." Revista de Saúde Pública 52 (February 26, 2018): 16. http://dx.doi.org/10.11606/s1518-8787.2018052007090.
Full textAbstract:
OBJECTIVE: To analyze the implementation of the Brazilian National School Feeding Program as a food and nutritional security policy in public schools. METHODS: This a cross-sectional study, with a quantitative and qualitative approach, carried out with 268 schoolchildren aged eight to nine years from the public school system of Viçosa, state of Minas Gerais, Brazil, in 2015. Interviews were carried out using semi-structured questionnaires with the children, parents, cooks, nutritionists, trainer of the Technical Assistance and Rural Extension Company, and president of the School Feeding Council. In order to analyze the implementation of the National School Feeding Program in Viçosa, we evaluated the direct weighing of the food served in the schools using mechanical balances with a capacity of up to 10 kg and the perception of the social players involved in the implementation of the National School Feeding Program. The children were questioned about the acceptance of and adherence to the food offered, in addition to the habit of bringing food from home. Parents reported knowledge about the School Feeding Program and Council. The qualitative analysis consisted of content analysis and quantitative analysis using the chi-square test, Fisher’s exact test, and Mann-Whitney test. We adopted the statistical significance of 5% for quantitative analysis. RESULTS: Children reported low adherence to the school feeding program and most of them used to bring food from home. Irregularities were identified in the implementation of the National School Feeding Program, such as: inadequate number of nutritionists, suspension of Council meetings, inadequate infrastructure in the areas of preparation and distribution of meals, lack of training of cooks, lack of nutritional adequacy of the food offered, and lack of actions on food and nutritional education. The Program complied with the recommendations for purchasing food from family farms. CONCLUSIONS: The National School Feeding Program presented many irregularities in Viçosa. It is important to monitor the problems identified for better reformulation and planning of the Program, in order to guarantee the food and nutritional security of the children served.
12
Ferreira, Daniele Mendonça, Roseane Moreira Sampaio Barbosa, Nathália Corrêa Finizola, Daniele Da Silva Bastos Soares, Patrícia Henriques, Silvia Pereira, Clarice Soares Carvalhosa, Ana Beatriz Franco Sena Siqueira, and Patricia Camacho Dias. "Perception of the operating agents about the Brazilian National School Feeding Program." Revista de Saúde Pública 53 (March 26, 2019): 34. http://dx.doi.org/10.11606/s1518-8787.2019053000597.
Full textAbstract:
OBJECTIVE: Identify the perception operating agents have on the Brazilian National School Feeding Program METHODS: This is an observational, cross-sectional and quali-quantitative study developed in non-probability and convenience sampling selected in an event promoted by the National Fund for Educational Development in 2015 in Rio de Janeiro. Data were collected through questions related to pre-defined categories concerning the National School Feeding Program. The questionnaire was answered by 43 nutritionists, 41 members of the School Feeding Board, and 16 school feeding administrators from 38 cities of Rio de Janeiro. The narrative analysis was based on benchmarks of cognitive analysis of public policies. The association among variables was investigated with chi-square test, being calculated the power for association testing. RESULTS: The perception of the implementation of the National School Feeding Program has been characterized by some challenges: 1) low number of nutritionists to meet the demand from schools; 2) low adhesion to the public call for the purchase of family farming products due to bureaucratic difficulties and insufficient local food production; 3) reduced coverage of food and nutritional measures due to the restriction of human, material and financial resources; and 4) limitation of the participation of the School Feeding Board due to insufficient training and transport for regular visits. The adequacy of the number of nutritionists showed statistically significant association with the purchase of family farming products (p = 0.002; power = 99%) and with the food and nutritional education activities (p = 0.021; power = 79%). CONCLUSIONS: The results indicate the need for employment of nutritionist in sufficient numbers to meet the demands of the National School Feeding Program, investment in educational activities of healthy eating in schools, training of the School Feeding Board, greater availability of vehicles for school visits and assistance to family farmers in order to facilitate their participation in programs of institutional purchases and encourage the diversification of production.
13
Maijo, Shabani N. "Impact of School Feeding Programme on Learners’ Academic Performance in Mlunduzi Ward, Tanzania." International Journal of Educational Studies 5, no. 3 (December 22, 2018): 125–30. http://dx.doi.org/10.33687/educ.005.03.2667.
Full textAbstract:
This study conducted to assess the impact of school feeding programme on pupil’s academic performance in Mlunduzi ward, Tanzania. The cross-sectional survey design was used for this study. This study was equally qualitative and quantitative in nature. A questionnaire was administered to capture the impact from 96 respondents in four randomly selected primary schools in Mlunduzi ward. Focus Group Discussion (FGD) was employed to complement the questionnaires. A checklist was used to validate data from learners and teachers through the focus group discussion. The data were analyzed using descriptive statistics. The results expose that school feeding programme had shown significant impact on learner’s academic performance. The analysis has indicated that the school feeding programme had increased examination performance, helped to get learners into school, enhancing enrolment and reducing absenteeism. The assessment of examination scores in the period before and during school feeding programme had shown that learners got better in an examination during the school feeding programme than before. The study recommends that in practice school feeding programme is difficult interventions; it can be with advantages if the policy makers and implementers can benefit from a careful examination of the programme by involving local communities than depending on donors so as to ensure sustainability of the programme.
14
Walker, Susan P., Christine A. Powell, Sharmaine E. Hutchinson, Susan M. Chang, and Sally M. Grantham-McGregor. "Schoolchildren's diets and participation in school feeding programmes in Jamaica." Public Health Nutrition 1, no. 1 (March 1998): 43–49. http://dx.doi.org/10.1079/phn19980007.
Full textAbstract:
AbstractObjective:To describe food consumption during the school day of rural Jamaican children and participation in two government school feeding programmes. To determine factors which were related to these.Design:Cross sectional.Setting:16 primary schools in rural Jamaica.Subjects:415 children in grades 2 and 5 (ages 7 and 10 years).Results:Consumption of sweets, sweet drinks and snacks was high. Mean intakes at lunch were: energy 1537 kJ (SD 756), protein 10.4 g (SD 7.6) and iron 1.5 mg (SD 1.2). The mean energy intake was 17–20% of the daily requirement for this age group. Two types of school feeding programmes were available in the schools, one provided a cooked meal and the other a bun and milk. Median availability of school meals (as a percentage of children enrolled in the schools) over three terms was 24.6% (range 0–85.4%). Twenty per cent of the children participated in one or other programme. Poorer children were more likely to participate in the bun and milk programme (odds ratio 2.1, 95% C1 1.3–3.5) but children with more money to purchase food participated in the more costly cooked meal programme (odds ratio 2.4, 95% CI 1.3–4.6).Conclusions:Energy intakes at lunch in Jamaican children were somewhat below optimal levels and the reliance on sweets and snacks is an area of concern. Programme characteristics such as meal cost, may affect access to school feeding by poor children.
15
MWENWA, EVELYNE MALINDA, and DR JUSTUS MCHOMA GORI. "RELATIONSHIP BETWEEN SCHOOL FEEDING PROGRAMMES AND THE PUPILS’ SCHOOL ATTENTANCE IN PUBLIC PRIMARY SCHOOLS IN KITUI COUNTY, KENYA." International Journal for Innovation Education and Research 7, no. 10 (October 31, 2019): 01–14. http://dx.doi.org/10.31686/ijier.vol7.iss10.1669.
Full textAbstract:
Education can be achieved successfully if hunger is controlled. This can be done if SFPs are introduced and implemented in schools. School Feeding Programme was initiated in Kenya in 1979 with provision of milk packets to the pupils and it was fully implemented in 1980 by the government of Kenya with collaboration with World Food Programme (WFP). The objective of this study was to assess the relationship between SFPs and the pupils’ effectiveness in learning in public primary schools in Kitui County. The study intended to assess attendance as an indicators of effectiveness in learning. The study used Classical Liberal Theory of Equal Opportunity and Maslow’s Theory of Human motivation. The researcher used Survey Research Design. The target population was 374 primary schools under feeding Programme in Kitui County. The sample size was 112 schools which are 30% of the target population. These schools were sampled randomly. The researcher also randomly sampled five percent (19) class seven teachers to get a total of 131 respondents. The research instruments used by the researcher were the questionnaires for head teachers and the interviews for class seven teachers’ representatives. To test validity of the research instruments, the researcher did piloting in two schools (10%) of the sample target, 19 class seven teachers. The researcher also discussed the instruments with her supervisors and was advised accordingly. Reliability of the research instruments was calculated using test-retest method. Quantitatively collected data was analyzed using descriptive statistics and Pearson r with the help of SPSS software while qualitatively collected data was analyzed using Focus by Question Analyses Strategy. Analyzed results were presented using tables, graphs and pie-charts. The findings of the study may help the administrators and policy makers in laying their strategies successfully. Results show that there was a significant relationship between school feeding program and the pupils’ school attendance. Findings from the interviews further confirmed that there was unwavering agreement among class seven teachers’ representatives that school feeding program was positively associated with pupils’ school attendance. The study concludes that SFP has significant influence on effectiveness in learning in relation to attendance among primary school pupils, hence the hypothesis that there is no significant relationship between school feeding Programme and the pupils’ attendance was therefore, rejected. The study recommends that the county government should liaise with parents and guardians of primary school pupils so as to expand SFPs to retain pupils at school. These findings will be beneficial to the Ministry of Education and the school administrators while laying their strategies.
16
Kain, Juliana, Ricardo Uauy, and Marcela Taibo. "Chile’s school feeding programme: targeting experience." Nutrition Research 22, no. 5 (May 2002): 599–608. http://dx.doi.org/10.1016/s0271-5317(01)00377-3.
Full text
17
Spicer, Beverley. "Feeding pre-school children: the challenges." Practical Pre-School 2002, no. 34 (July 2002): 13–14. http://dx.doi.org/10.12968/prps.2002.1.34.40309.
Full text
18
Levitsky, David A. "The Future of School Feeding Programs." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S286—S287. http://dx.doi.org/10.1177/15648265050262s221.
Full text
19
Babu, Suresh Chandra, and J. Arne Hallam. "Socioeconomic impacts of school feeding programmes." Food Policy 14, no. 1 (February 1989): 58–66. http://dx.doi.org/10.1016/0306-9192(89)90026-2.
Full text
20
Pial, Annie-Claude, Malika Mboupaing, Majesté Mbiada Pahane, and Germain Ndengue. "Etat Des Lieux Du Dispositif D’alimentation Dans Quelques Écoles Primaires De La Ville De Yaoundé (Cameroun)." European Scientific Journal, ESJ 13, no. 18 (June 30, 2017): 314. http://dx.doi.org/10.19044/esj.2017.v13n18p314.
Full textAbstract:
School feeding refers to all the conditions through which pupils have access, choose and consume food within the school. School feeding has gained increasing attention in recent years and it is an important route in the process for achieving quality education. The availability of healthy and balanced food in schools is a necessity highlighted in many studies. In developed countries, the institutional framework for school feeding is well developed, schools have canteens, where the meals are prepared and consumed by children according to health standards. The situation is different in developing countries, especially in Cameroon where we carried out a study with an aim to have an overview of the feeding organization in some primary schools in the Yaounde I subdivision. The methodology adopted consist of a survey carried out amongst school stakeholders (school principals, teachers, students and food handlers) and visits to targeted schools. According to the results obtained, 85% of the targeted schools don’t have a building space, equipped with all the amenities (Clean water, tables, chairs, toilets) and ready to receive food vendors. Different types of foods are served to children (meals, pastries, fruits, sweets, beverages and icecreams). Unfortunately, those foods are prepared and serve under low hygienic conditions according to standards required for this purpose. Many deficiencies have been highlighted in the framework of our study and in order to mitigate them, the national government should take some actions such as the development of a national policy, the establishment of an adequate institutional framework, the development of a sustainable financing strategy and a capacity building strategy food handlers.
21
Singletary, Nicola, L. Suzanne Goodell, and April Fogleman. "Exploring North Carolina Family and Consumer Sciences Teachers’ Attitudes Towards Breastfeeding and Infant Feeding Education Practices." Journal of Human Lactation 36, no. 4 (August 14, 2019): 766–75. http://dx.doi.org/10.1177/0890334419867104.
Full textAbstract:
Background The World Health Organization (WHO) and the United Kingdom Committee for UNICEF recommend that secondary schools include infant feeding education in the curriculum. However, little attention has been given to the study of educators’ views and practices regarding infant feeding education. Aims The aims of this research were to (1) explore North Carolina Family and Consumer Sciences teachers’ attitudes towards infant feeding education in secondary schools and (2) describe North Carolina Family and Consumer Sciences teachers’ infant feeding education practices. Methods Researchers conducted interviews ( N = 19) and a survey ( N = 137) using a sequential mixed methods design. The constant comparative method was used to analyze interview transcripts. Subsequently, a 33-item survey was developed to assess teachers’ attitudes and practices, and this survey was tested for validity and reliability. Results The majority of participants supported including infant feeding ( n = 119, 86.9%) and breastfeeding ( n = 116, 84.7%) education in high school. Approximately half of the participants supported including infant feeding ( n = 71, 51.9%) and breastfeeding ( n = 64, 46.7%) education in middle school. Participants reported that they taught infant feeding at both levels; topics taught included complementary foods, patterns of infant feeding, and the safe preparation of infant formula. Breastfeeding content was covered primarily in the high school Parenting and Child Development course. Conclusions North Carolina Family and Consumer Sciences teachers have positive attitudes towards teaching about breastfeeding at the secondary school level. Content about infant nutrition and breastfeeding is currently included in courses that cover child development and human nutrition.
22
Iddrisu, Issah. "Improving school feeding through participation: should the teacher be actively involved?" International Journal of Educational Management 32, no. 1 (January 8, 2018): 141–54. http://dx.doi.org/10.1108/ijem-01-2017-0013.
Full textAbstract:
Purpose Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance effective and efficient delivery of the school feeding programme at the school level. Design/methodology/approach A total of ten basic schools were purposefully selected for the study with the use of the case study method. Interviews and observations were made in all the selected schools using a semi-structured interview guide. It was also done for some selected stakeholders within the study area under the school feeding programme. Findings There is an indication that teachers as managers and administrators of the school system are not actively involved in the feeding programme leading to an ineffective and efficient delivery. The school children do not get the best from the programme. There is a need to put teachers in charge of operations at the school level. This will improve trust and cooperation between caterers, students and opinion leaders. The structure at the school level should be redesigned making caterers answerable to the teacher. Teachers as implementers in the case of the capitation grant will enhance efficiency leading to the achievement of the goal of the programme. Originality/value The study underlines the importance, efficiency and influence of the teacher within the school system, in the operations of the school feeding programme and in the Ghanaian society.
23
van Stuijvenberg, Martha E. "Using the School Feeding System as a Vehicle for Micronutrient Fortification: Experience from South Africa." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S213—S219. http://dx.doi.org/10.1177/15648265050262s212.
Full textAbstract:
School-age children are often a neglected group in terms of micronutrient interventions because they are not reached by the intervention strategies aimed at preschool children or pregnant women. School feeding, however, offers an excellent opportunity for targeted intervention in this age group, especially with regard to fortification. This paper first gives a brief overview of the school-feeding program in South Africa, and second reports on a number of trials conducted in South African schools by the South Africa Medical Research Council that examined the feasibility of using school feeding as a vehicle for micronutrient fortification. Various food items, such as biscuits, bread spread, and soup, are evaluated as potential carriers for micronutrients with positive effects on outcomes such as micronutrient status, growth, morbidity and cognitive function. For schoolchildren to realize their full mental and physical potential and to perform optimally at school, both short-term hunger and hidden hunger (micronutrient deficiencies) need to be addressed. School feeding has the potential to contribute toward alleviating both of these conditions and should therefore be fully utilized.
24
Falkenbach, Danielle, Helen D'avila, and Elza Mello. "Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food." International Journal of Nutrology 11, no. 01 (January 2018): 021–29. http://dx.doi.org/10.1055/s-0038-1646942.
Full textAbstract:
Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.
25
Levinger, Beryl. "School Feeding, School Reform, and Food Security: Connecting the Dots." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S170—S178. http://dx.doi.org/10.1177/15648265050262s207.
Full textAbstract:
Universal access to basic education is a prerequisite for long-term food security, which, in turn, is critical to achieving the Millennium Development goals. This paper examines how Food for Education interventions can contribute to improved food security, improved education outcomes, and a broader set of development goals. Food for Education entails the distribution of food commodities to children who attend school. The commodities may be locally grown and purchased or contributed by aid donors. The food may be consumed by students in school snack, breakfast, or lunch programs. Alternatively, it may be given as a take-home ration for consumption by a family that regularly sends “at-risk” children (usually girls) to school. Four interrelated ideas are discussed: (1) the universalization of primary school education is a prerequisite for food security (defined here as availability of, access to, and proper biologic utilization of food supplies); (2) Food for Education boosts primary school participation and, therefore, food security; (3) the effects of primary school education on food security are greatest wherever “quality standards” are met, although important effects are present even when education quality is modest; and (4) efforts to improve primary education participation (demand) and efforts to improve primary education quality (supply) are highly interrelated and mutually reinforcing. Food for Education is a versatile resource that can be used to address a broad range of issues related to both education supply and demand. To be effective, Food for Education interventions must reflect local education supply and demand realities.
26
Merkulova, T. V., T. V. Peresypkina, O. H. Avdiievska, and H. M. Cherniakova. "TO THE QUESTION OF ORGANISATION SCHOOL FEEDING." Клінічна та профілактична медицина 2, no. 12 (May 28, 2020): 54–61. http://dx.doi.org/10.31612/2616-4868.2(12).2020.02.
Full textAbstract:
Along with physical activity and psycho-emotional status, nutrition is one of the most important indicators of the quality of life, which affect the human body from the moment of birth to the last moments of life. The problem of inadequate nutrition and alimentary-dependent diseases is especially acute in school age. According to official statistical data diseases of the digestive system occupy a leading place among schoolchildren in all age categories.
Aim. Assessment of the prevalence of digestive diseases among schoolchildren, determination of the features of catering in educational institutions, study of the nutritional behavior of modern schoolchildren.
Materials and methods. Determining the structure of pathological lesions of schoolchildren according to the "Center for Medical Statistics of the Ministry of Health of Ukraine". Questioning of 588 parents of elementary school students of two schools in Kharkov on the nutritional behavior of children.
Results and discussion. According to official statistics in 2017 digestive diseases occupy the second ranking place among schoolchildren (7.9% among children 7-14 years old, 8.3% among teenagers 15-18 years old) and have tend to increase among teenagers in the dynamics of 5 years. One of the most likely important reasons for the deterioration of children's health is a violation of the nutritional structure and a decrease in its quality. So, (3.6 ± 0.8) % of primary schoolchildren eat only twice a day. Most children eat fish only once a week and 4.5% of schoolchildren have not eaten fish in the last 30 days. Only 43.4% of schoolchildren consume milk and dairy products daily. Assessment of the actual state of school feeding showed the inconsistency in the work of the medical service and teachers in the basic issues of its organization, quality control, distribution of duties and responsibilities.
Conclusions. There are high incidence rates for certain classes of diseases аmong school-age children, in particular the digestive system. A negative sign of schoolchildren’s eating behavior is the deficiency of basic nutrients in their daily diet in accordance with physiological needs. The modern state of catering in educational institutions necessitates the implementation of system monitoring of its quality, usefulness, safety, and the physiological needs of direct consumers.
27
Mabry-Price, Lisa. "Dysphagia Services in the School Setting: Challenges and Opportunities." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 23, no. 4 (October 2014): 152–56. http://dx.doi.org/10.1044/sasd23.4.152.
Full textAbstract:
This article discusses feeding and swallowing (dysphagia) services in schools. As we know, students spend six to seven hours a day in school with time scheduled for snacks and lunch. These meal and snack times can be challenging and put students with feeding and swallowing issues at risk for aspiration, choking, or inadequate intake. This article will address factors that influence service delivery to these students. The terms dysphagia and feeding and swallowing disorder will be used interchangeably throughout this article.
28
Bundy, Donald AP, Lesley J. Drake, and Carmen Burbano. "School food, politics and child health." Public Health Nutrition 16, no. 6 (November 1, 2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.
Full textAbstract:
AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.
29
Bekidusa, Asha, and Dr JohnBosco Kisimbii. "INFLUENCE OF SCHOOL FEEDING PROGRAM ON THE RETENTION OF LEARNERS IN PUBLIC PRIMARY SCHOOLS IN KENYA; A CASE OF MOMBASA COUNTY." Journal of Education and Practice 4, no. 3 (September 14, 2020): 1. http://dx.doi.org/10.47941/jep.440.
Full textAbstract:
Purpose: The purpose of the study was to establish the influence of school feeding program on the retention of learners in public primary schools.Methodology: This study was conducted through a descriptive survey research design. A descriptive survey is a present oriented methodology used to investigate populations by selecting samples to analyze and discover occurrences. The survey focused on 60 out of the 188 head teachers and teachers who are beneficiaries of school milk program in all the six sub counties in Mombasa i.e. Mvita, Kisauni, Likoni, Nyali, Jomvu and Changamwe.This gives 31.9 % of the total number of participants in this project. To obtain the study sample for descriptive studies 10% of the accessible population is enough. Simple random and purposive sampling procedures were used in this research.Results: School feeding program influences retention of learners in public primary schools with a reliability value of 0.8 which is considered minimal acceptable thus rejecting null hypothesis therefore meaning that school feeding program has a significant effect on retention of learners in pubic primary schools.Unique contribution to theory, practice and policy: School feeding programmes are often designed to enhance academic performance and cognitive development. Improved nutritional status of school-age children leads to better attention and cognition, and thus, better educational outcome. School feeding can improve attentiveness in class by reducing short-term hunger many children come to school on an empty stomach, yet they remain surrounded by the distracting and disturbing facets of the crisis. The study recommends that the ministry of education should review the School feeding Programme and extend it upper primary classes. They should prioritize supply of food to ensure continuous provision and adequate supply of food for pupils.
30
Iddrisu, Issah, Muhideen Sayibu, Shuliang Zhao, Abdul-Rahim Ahmed, and Amran Said Suleiman. "School feeding as a social protection programme or a political largesse: a review." International Journal of Comparative Education and Development 21, no. 1 (February 11, 2019): 16–30. http://dx.doi.org/10.1108/ijced-03-2018-0005.
Full textAbstract:
Purpose In an attempt to tackle the incidence of poverty and social exclusion in the Ghanaian society, a number of social protection programmes including the school feeding programme is introduced. The programme is designed to cater for the extreme poor and as well encourage enrolment and attendance in the country. The purpose of this paper is to assess the intention or objective for which the programme is initiated and the realities on the ground. It looks at whether the current beneficiaries are the extreme poor described in the policy document. Design/methodology/approach The study explored the incidence of poverty in Ghana using the Ghana Living Standard Survey (GLSS6) and the Ghana School Feeding Annual Operation Plan (GSFAOP) with the help of the school feeding policy document to draw on actual beneficiaries and potential beneficiaries. The differences between percentages of poverty (2012/2013) and feeding schools was computed using GLSS6 and GSFAOP. The study also conducted a number of open-ended interviews with some stakeholders to validate the nature of recruitment of beneficiary schools. Findings The study concluded that there is a mismatch of potential beneficiaries and current beneficiaries using the referred data sources. It was found out that majority of beneficiary schools are located within areas of lesser incidence of poverty. This could be attributed to political interference in view of testimonies from respondents and the computerisation of GLSS6 and GSFAOP. The study therefore proposed that the allocation of feeding schools should be done to reflect the percentage of poverty situation in each region. This could be achieved when the district education office takes control. It will help minimise the level of politicisation and as well improve efficiency. Originality/value The study therefore highlighted the relevance of the school feeding programme and the inverse relationship it has with political interference. It again demonstrates the need to restructure the operations of the programme to meet the objective for which it was established.
31
Langat, Benson Kiprotich, Benedicta Aiyobei Tabot, and Joseph Rotumoi. "Influence of School Feeding Programme on Acquisition of Competencies in Class Activities Among Pre-Primary School Pupils in Belgut Sub-County, Kenya." East African Journal of Education Studies 2, no. 1 (December 31, 2020): 211–19. http://dx.doi.org/10.37284/eajes.2.1.259.
Full textAbstract:
Feeding programmes are critical for quality education to be realized in all learning institutions starting from Pre-primary to higher levels globally. When there is no provision of meals to children in school, they lack the energy to concentrate in classroom and co-curricular activities. It also weakens their intellectual ability and may hinder the development of competencies among pre-primary school learners. In this study, it was assumed that the provision of meals to pupils in school influences the acquisition of competencies among the learners. The purpose of this study, therefore, was to establish the influence of School Feeding Programmes on the acquisition of competencies in classroom activities among the learners in pre-primary schools in Belgut Sub-County, Kericho County. The study was guided by Abraham Maslow’s theory of the hierarchy of needs, as it stresses the fundamental requirements of basic needs (food), which increases the satisfaction of an individual (learner). The study used a descriptive survey design with a population of 85 pre-primary schools. Headteachers were eighty-five (85) and pre-primary school teachers were one hundred and seventy (170), giving a total of 255 respondents. A sample size of 189 respondents was derived comprising of 70 headteachers and 119 pre-primary school teachers. The study employed stratified random sampling to draw respondents from the target population. The instruments used to collect data were questionnaires and interview schedules for teachers and headteachers respectively. The analysis of the collected data was done using descriptive and inferential statistics. Inferential statistics were used to show the relationship between the dependent and the independent variables and was presented in form of correlation analysis. The study findings revealed that children who are consistently provided with meals in school concentrated well in class activities. There existed a significant correlation (p<0.05) between competencies in classroom activities and school feeding programmes. The school feeding programmes enabled learners to actively participate and concentrate on school activities and enhanced competency acquisition. Some of the recommendations were that the county and national government need to fully implement the school feeding programmes and that the sustainability of the programme is vital to increased competency acquisition rate among Pre-Primary school learners.
32
Soares, Panmela, Suellen Secchi Martinelli, Leonardo Melgarejo, Suzi Barletto Cavalli, and Mari Carmen Davó-Blanes. "Using local family farm products for school feeding programmes: effect on school menus." British Food Journal 119, no. 6 (June 5, 2017): 1289–300. http://dx.doi.org/10.1108/bfj-08-2016-0377.
Full textAbstract:
Purpose The purpose of this paper is to explore the effect of the use of food products from family farms on school menus of the school feeding program (SFP) of a municipality in Southern Brazil. Design/methodology/approach A qualitative content analysis was carried out of 16 key informant interviews involved in the SFP, or in agriculture production related to SFP planning, development and supply. The resulting categories were used to construct a quantitative analysis protocol for school menus for three years both prior to and after (n=130 days) procurement of the SFP with food from family farms. The studied variables were the presence (yes/no) of vegetables, fruits, legumes and concentrated foods. Monthly frequency and contrast of proportions were calculated for each variable during the years studied. Findings The interviewees recognized that the proximity between food production and the school increased the variety of fresh, natural and organic foods in school menus. The direct supply of the SFP with foods from local family farms resulted in a significant increase (p<0.05) in the frequency of vegetables, fruits and legumes in school menus as well as a progressive reduction in concentrated foods. Originality/value The design of food and agriculture policy increases the availability of healthy foods in school menus and has beneficial results for promoting healthy meals in schools.
33
Lehto, Reetta, Carola Ray, Henna Vepsäläinen, Liisa Korkalo, Kaija Nissinen, Essi Skaffari, Suvi Määttä, Eva Roos, and Maijaliisa Erkkola. "Early educators’ practices and opinions in relation to pre-schoolers’ dietary intake at pre-school: case Finland." Public Health Nutrition 22, no. 09 (February 20, 2019): 1567–75. http://dx.doi.org/10.1017/s1368980019000077.
Full textAbstract:
AbstractObjectiveWe aimed to examine associations between early educators’ feeding practices and opinions and children’s dietary intake at pre-school, in a context where uniform meals are served and pre-schools are highly regulated.DesignCross-sectional study. Food consumption data of the children consisted of two-day food records from pre-school kept by early educators. Early educators also reported their feeding practices and opinions on pre-school food. Serving style was observed.SettingMunicipal pre-schools in Southern and Western Finland.ParticipantsPre-schoolers (n 586) aged 3–6 years and early educators (n 378).ResultsEarly educators’ positive opinion of the food served at pre-school and the opinion that sufficient vegetables were available for the children were positively associated with children’s vegetable consumption. Early educators’ role modelling and a positive opinion of the food were negatively associated with children’s energy intake. Encouragement to eat fruit and vegetables was associated with higher fibre intake. Intake of added sugar was low (4·4 % of energy).ConclusionsSome of the feeding practices and opinions of early educators were related to healthier dietary intake (higher vegetable consumption and fibre intake) among the children. However, in some respects, the results contradicted previous findings. Overall, early educators’ feeding practices and opinions contribute to children’s dietary intake and should be taken into account when promoting healthy food intake among pre-school children.
34
Adrogue, Cecilia, and Maria Eugenia Orlicki. "Do In-School Feeding Programs Have an Impact on Academic Performance and Dropouts? The Case of Public Schools in Argentina." education policy analysis archives 21 (June 3, 2013): 50. http://dx.doi.org/10.14507/epaa.v21n50.2013.
Full textAbstract:
As Argentina presents problems of malnutrition, the federal in-school feeding program has become a key policy because it provides an important nutritional intervention during a relevant growth period. This paper estimates the effect of the program on academic performance -measured by standardized test scores- with a difference in difference model which exploits the change over time in the supply of the in-school feeding program during the end of the nineties. We build an original panel using the ONEE corresponding to the years 1997, 1999 and 2000. Our findings suggest that the program has successfully targeted the most disadvantaged schools. However, only partial improvement in school performance has been found. Language test scores were the only ones to show a statistically significant improvement, with no noticeable effects reported in math scores. These results are consistent with the characteristics of the federal in-school feeding program in Argentina, which do not compensate for the nutritional deficit the children bring from their homes. This implies that having an in-school feeding program –even that reaching the most needy populations- does not necessarily address the desired goals of compensating for nutritional deficits and correlating to improved test results for students.
35
Homer, Emily M. "Issues of Management of Swallowing and Feeding Disorders in the School Setting." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 18, no. 3 (October 2009): 80–85. http://dx.doi.org/10.1044/sasd18.3.80.
Full textAbstract:
Abstract Purpose: The purpose of this article is to provide information and suggestions for the logistical management of swallowing and feeding disorders in the schools to school-based speech-language pathologists (SLPs). Method: A school district in Louisiana has been successfully addressing dysphagia using an interdisciplinary team since 1997. The information presented in this article is the result of the experience and knowledge that has been gained. Conclusion: A school district can successfully address swallowing and feeding disorders by establishing a team procedure that becomes part of their policy manual. The experiences of established teams can help districts in the beginning stages of developing their teams. Information on issues, such as team models, documentation and paperwork, parent/caregiver cooperation, medical collaboration, and diet preparation can assist SLPs in managing dysphagia in his or her schools.
36
Arvedson, Joan C. "Evaluation of Children With Feeding and Swallowing Problems." Language, Speech, and Hearing Services in Schools 31, no. 1 (January 2000): 28–41. http://dx.doi.org/10.1044/0161-1461.3101.28.
Full textAbstract:
Speech-language pathologists in schools are increasingly being presented with children who have feeding and swallowing problems. These speech-language pathologists are in strategic positions to identify the problems, carry out an evaluation of feeding and swallowing skills, and determine the needs for medical team referral. Evaluation of children with feeding and swallowing problems is best carried out by speech-language pathologists in the context of a school-based team with links to a medically based team. This article focuses on guidelines for obtaining a history, carrying out a physical examination, and observing a typical meal. Team members in school settings make important contributions to considerations for instrumental assessments that are needed when making management decisions for children with suspected pharyngeal phase deficits.
37
Abotsi, Anselm. "Expectations of School Feeding Programme: Impact on School Enrolment, Attendance and Academic Performance in Elementary Ghanaian Schools." British Journal of Education, Society & Behavioural Science 3, no. 1 (January 10, 2013): 76–92. http://dx.doi.org/10.9734/bjesbs/2013/2652.
Full text
38
Okae-Adjei, Samuel, Buckman Akuffo, and Claudia Amartei. "Ghana’s school feeding programme in perspective: A case study of the Akuapem North Municipality in the Eastern Region." International Journal of Technology and Management Research 1, no. 5 (March 12, 2020): 31–41. http://dx.doi.org/10.47127/ijtmr.v1i5.41.
Full textAbstract:
This study identifies the successes and challenges of the Ghana School Feeding Programme (GSFP), and compares pre and post- academic performance of pupils in some selected schools in the Akuapem North Municipality of Ghana. Questionnaires and interviews were used to solicit information from respondents. The study revealed that the introduction of the GSFP in the Akuapem North Municipality has led to an increase in enrollment, retention and attendance of pupils in the beneficiary schools as well as improvement in the pupils’ health status. However, there has not been any significant improvement in the academic performance of the pupils within the Municipality. The study recommends that efforts should be made by stakeholders to increase the number of teachers and expand the educational infrastructure to accommodate the increasing school enrollment.Keywords: Akuapem North Municipality; Ghana School Feeding Programme; academic performance; community participation.
39
Sabanayagam, Charumathi, Anoop Shankar, Yap-Seng Chong, Tien Yin Wong, and Seang Mei Saw. "Breast-feeding and overweight in Singapore school children." Pediatrics International 51, no. 5 (October 2009): 650–56. http://dx.doi.org/10.1111/j.1442-200x.2009.02919.x.
Full text
40
Grantham-McGregor, S. M., S. Chang, and S. P. Walker. "Evaluation of school feeding programs: some Jamaican examples." American Journal of Clinical Nutrition 67, no. 4 (April 1, 1998): 785S—789S. http://dx.doi.org/10.1093/ajcn/67.4.785s.
Full text
41
Homer, Emily, and Christine Faust. "Make It Happen: School Based Swallowing and Feeding." Perspectives of the ASHA Special Interest Groups 2, no. 13 (January 2017): 57–62. http://dx.doi.org/10.1044/persp2.sig13.57.
Full text
42
Bailey, Rita L., and Maureen E. Angell. "A Model for Collaborative School-Based Feeding Teams." Perspectives on School-Based Issues 4, no. 1 (April 2003): 20–22. http://dx.doi.org/10.1044/sbi4.1.20.
Full text
43
Spicer, Beverley. "Feeding pre-school children: guidelines and good practice." Practical Pre-School 2002, no. 32 (March 2002): 17–20. http://dx.doi.org/10.12968/prps.2002.1.32.40789.
Full text
44
Chapnick, Melissa, Michael Galvin, Sherlie Jean-Louis, Henri-Claude Saintelmond, Emmanuel Gyimah, Sandra Lee, and Lora Iannotti. "Ze Lekòl: Contextual Factors Affecting Use of Eggs in School Feeding in Cap-Haïtien, Haiti." Current Developments in Nutrition 5, Supplement_2 (June 2021): 635. http://dx.doi.org/10.1093/cdn/nzab045_017.
Full textAbstract:
Abstract Objectives Eggs are a rich source of bioavailable nutrients for children, yet have been underutilized in school feeding programs in low- and middle-income countries. The purpose of the Ze Lekòl Project was to identify contextual facilitators, barriers, and resources needed at both the school and food system levels to link local egg value chains to school feeding programs in Cap-Haïtien, Haiti. Methods Key stakeholder interviews (n = 23) were conducted with school principals, representatives from the Ministry of Health and Ministry of Agriculture, domestic egg producers, and egg vendors. Focus groups (n = 4) were conducted with school staff and child caregivers. Interviews and focus groups were transcribed into Haitian Creole or French, and translated into English. Using inductive and deductive coding, interviews were analyzed for factors that facilitate or hinder the potential for incorporating locally produced eggs in school feeding programs. The approach to data collection and analysis was informed by the EPIS Implementation Science framework. Results School administrators and staff described facilitators (i.e., desire for nutritious foods, acceptability of eggs), barriers (i.e., preparation methods, national school feeding program structure) and potential benefits (i.e., improved student focus, reduced caregiver burden) for including eggs in school feeding programs. Local egg producers and vendors expressed facilitators (bulk purchases, customer preference for domestic eggs) and barriers (local availability of supplies, veterinary care, political disruption) to producing and selling locally produced eggs in Cap-Haïtien. Conclusions Locally produced eggs are an acceptable food to include in school feeding programs in Cap-Haïtien, Haiti. However, lack of sufficient infrastructure for domestic egg production prevents the ability to consistently provide the quantity of eggs needed for such programs without additional investments in domestic agriculture and school feeding programs. Findings from this study will inform interventions aimed at linking local agriculture to school feeding programs in low and middle-income countries. Funding Sources The Washington University in St. Louis Institute for Public Health–Center for Dissemination and Implementation funded this study.
45
CARVALHO, Nágila Araújo de, Karine Anusca MARTINS, Lucilene Maria de SOUSA, and Mário Ernesto Piscoya DÍAZ. "Feeding in full-time public schools: Do students adhere and accept?" Revista de Nutrição 30, no. 3 (June 2017): 357–68. http://dx.doi.org/10.1590/1678-98652017000300008.
Full textAbstract:
ABSTRACT Objective Identifying adherence to, and acceptance of school feeding, and analyzing the factors associated with non-adherence/non-acceptance in full-time public schools in Goiânia, Goiás, Brazil. Methods Cross-sectional study with students of both sexes aged 6-14 years. Issues regarding the consumption of meals, food distribution, food eaten outside the school and socioeconomic data, including nutritional assessment of students, were investigated. Adherence to meals was defined as the consumption of school meals four to five times/week, and acceptance was defined as meal approval, using the facial hedonic scale. Results A total of 359 students participated in this study and it was observed that adherence was high for lunch (95%) and afternoon snacks (78%), and low for morning snacks (44%). Acceptance did not reach the required minimum percentage of 85% for any of the meals. Factors associated with non-adherence were the presence of >4 people in a household, having meals in a refectory, the meal location being considered uncomfortable and a negative evaluation of utensils used in eating meals. Factors associated with non-acceptance were age >10 years, female sex, the negative evaluation of utensils used in eating meals and inadequate food temperature. Conclusion Lunch and afternoon snacks showed the highest adherence, but the stipulated acceptance was not reached. Non-adherence and non-acceptance were mainly associated with aspects related to school feeding. This study allowed the evaluation of feeding in full-time public schools, in order to influence its improvement.
46
Munje, Paul N., and Loyiso C. Jita. "The implementation of the school feeding scheme (SFS) in South African Public primary schools." Educational Practice and Theory 41, no. 2 (December 1, 2019): 25–42. http://dx.doi.org/10.7459/ept/41.2.03.
Full textAbstract:
In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.
47
Danquah, A. O., A. N. Amoah, M. Steiner-Asiedu, and C. Opare-Obisaw. "Nutritional Status of Participating and Non-participating Pupils in the Ghana School Feeding Programme." Journal of Food Research 1, no. 3 (July 27, 2012): 263. http://dx.doi.org/10.5539/jfr.v1n3p263.
Full textAbstract:
The Ghana Demographic Health Survey indicates that the major nutritional challenges in Ghana among school children are protein-energy malnutrition and micro-nutrient deficiencies. School Feeding Programmes are one of the main interventions addressing malnutrition and its related effects on children’s health and education. The purpose of this study was to assess the influence of Ghana School Feeding Programme on nutritional status of school children in Atwima-Nwabiagya District of Ashanti Region, Ghana. A total of 234 pupils between 9 and 17 years of age, comprising 114 participants and 120 non-participants from three participating and three non-participating schools, respectively, with similar characteristics, took part in the study. It was hypothesized that the nutritional status of participants was better than that of non-participants. Results did not indicate any association between the school lunch and nutritional status. There was no statistically significant difference in the nutritional status of participants and non-participants. The programme did not impact the nutritional status of participants.
48
Anero, Nnamdi. "Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria." Advances in Social Sciences Research Journal 7, no. 3 (March 23, 2020): 195–202. http://dx.doi.org/10.14738/assrj.73.7764.
Full textAbstract:
The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study. The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules. The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.
49
PIRES, Patrícia Fernanda Ferreira, Anabelle RETONDARIO, Claudia Choma Bettega ALMEIDA, Suely Teresinha SCHMIDT, Marcia Regina BEUX, and Sila Mary Rodrigues FERREIRA. "Professional practice of dietitians in the Brazilian School Feeding Program: A multiple case study." Revista de Nutrição 30, no. 4 (August 2017): 499–510. http://dx.doi.org/10.1590/1678-98652017000400009.
Full textAbstract:
ABSTRACT Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in other sectors of the municipalities such as the health system, social assistance, and at events. This practice could compromise compliance of technical activities that must be met by the dietitians of the School Feeding Program. Conclusion: The number of dietitians in most of cities working at School Feeding Program is not sufficient to meet the number of students. The insuficient workload and excessive activities could hinder the development of dietitian’s private activities. The hiring of nutrition and dietitian technicians and administrative assistants for bureaucratic activies is recommended.
50
Dalgan, Norma, Amour Camua, Amour Camua, Melda Abellar, Sittie Rahema Daglok, and Analie Tabulong. "School Readiness of Supplemental Fed Preschoolers in Maguindanao." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 613–18. http://dx.doi.org/10.14738/assrj.84.10029.
Full textAbstract:
Please Pass the Bread” (PPtB) feeding program is an international program that aims to reduce the number of malnurished children in the province of Maguindanao. Thus, this study sought to determine the School Readiness of Supplementally Fed Preschoolers in Maguindanao. Specifically, the study determined the significant improvement of the preschoolers’ scores after the intervention (“Please Pass the Bread” (PPtB) feeding program). The pretest-posttest design of research was used, with the School Readiness Year-end Assessment Checklist (SReYA). The Checklist was the main tool for data gathering. The mean and percentage counts were used to describe the pretest and posttest score of the preschoolers. The t-test was used to determine the significant difference between the pupils’ pretest and posttest scores. The t-value was set at 0.05 levels of significance. Findings show that there is a significant difference in gain between the control and experiment group. This implies that the scores of the pupils improved significant after the exposure to the Please Pass the Bread” (PPtB) feeding program intervention. This mean that “Please Pass the Bread” (PPtB) feeding program intervention really helped improved the pupils’ school readiness.Thus, it is concluded that the “Please Pass the Bread” (PPtB) feeding program intervention significantly improves the readiness of the preschooler children in Maguindanao.