Assessment of food gardens as nutrition tool in primary schools in South Africa. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Laurie, Sunette M; Faber, Mieke; Maduna, Mamohkele M
• Is Part Of: South African Journal of Clinical Nutrition. Volume 30:Issue 4(2017)
• Page Start: 80
• Page End: 86
• Publication Date: 2017-10-02
• Subjects: agriculture -- National school nutrition program -- school food gardens; Diet therapy -- Periodicals; Nutrition -- Periodicals; Nutrition disorders -- Periodicals; 615.854
• DOI: 10.1080/16070658.2017.1271609
• Languages: English
• ISSNs: 2221-1268

Abstract

Abstract : Objectives: To assess knowledge, perceptions and practices on food production amongst learners and educators, gardening activities and management of school food gardens in schools participating in the National School Nutrition Programme. Design: Cross-sectional survey. Setting: Ten purposively selected primary schools in each of the nine provinces of South Africa (total: n = 90). Subjectsand outcome measures : Questionnaire data were collected from the garden administrators ( n = 66), garden workers ( n = 55), educators ( n = 687) and learners ( n = 2 547). A checklist was completed for the school garden ( n = 66) by observation. Results: Sixty-six (73%) schools had a food garden, varying in size (100 m 2 – 6 000 m 2 ). A variety of vegetables, but few fruit, were grown. Problems experienced with gardens were mostly lack of funds (59%), tools and infrastructure (47%), garden workers (53%) and technical support (50%). Few schools received external funding for food gardens. In 50% of gardens, crops were growing for > 6 months, and 30% of gardens provided fresh produce for school meals more than twice a week. Fifty-four percent (54%) of learners were involved in school gardens, and 67% had food gardens at home. Attitudes of learners and educators towards both food gardening and eating vegetables and fruit were generally positive; 68.4% of learners and 86.4% of educators indicated they like to eat vegetables every day. Conclusions: School food gardens as a vehicle for improving nutrition should be strengthened through training of educators and garden personnel, and support by external role players and policy directives are needed to enhance sustainability.