Agrobiodiversity, School Gardens and Healthy Diets: Promoting Biodiversity, Food and Sustainable Nut


SCHOOL GARDENS: Multiple functions and multiple outcomesSchool gardens: a short historyThe multiple benefits of school gardensDevelopment of agricultural and livelihood skills including knowledge of sustainable food systemsNutrition and the role of school gardens in complementing school feedingPromotion of healthy diets and healthy eating habits by influencing behavioursConservation and sustainable use of local agrobiodiversitySchool gardens to increase awareness of climate changeEnhancing academic skills and learning aptitude and academic performanceOther benefits of school gardensKey issues for the future of school gardenBook structureAcknowledgementNotesReferencesSCHOOLS AS A SYSTEM TO IMPROVE NUTRITIONHuman rights: rights of the child, right to adequate food, and right to health. Steps towards a healthy school environmentSchool meals and social protectionHome-grown school feedingFood and nutrition education in schoolsAgents of changeBenefits and costs of school-based nutrition interventionsConcluding remarksReferencesSTRATEGIES FOR INTEGRATING FOOD AND NUTRITION IN THE PRIMARY SCHOOL CURRICULUMMethodologyMain FindingsHealth and nutrition problems among schoolchildrenStrategies in nutrition educationCurriculum approachSchool gardeningTechnology/Web-based approachParental involvementSchool feeding programmesChallengesReferencesLINKING SCHOOL GARDENS, SCHOOL FEEDING, AND NUTRITION EDUCATION IN THE PHILIPPINESAction research methodologyThe integrated school nutrition modelBIG approachSupplementary feeding with iron-fortified rice and indigenous vegetablesNutrition education for children and their parentsResearch results and outcomesMechanisms to enhance integration of componentsSchool garden - school feeding linkSchool garden - education linkNutrition education - school feeding linkOutcomesImprovement in soil quality in school gardensDiversification of school gardens and conservation of indigenous vegetablesImprovement in the nutrition status of undernourished childrenImproved use of gardens for learning and sharing nutrition and environment informationConclusionAcknowledgementsReferencesSCHOOL GARDENS IN NEPAL: Design, piloting, and scalingSchool garden designSchool selectionSchool garden componentsTraining and follow-upPilotingPilots in Dolakha and Ramechhap districtsPilot in Sindhupalchok districtChallenges encounteredLessons learntScaling upConclusionAcknowledgementsReferencesTREES NURTURE NUTRITION: An insight on how to integrate locally available food tree and crop species in school gardensFood and agriculture systems for better nutrition and healthThe role of agroforestry for diversified production, diets and improved healthNutritional contributions of tree foodsHow to fill harvest and nutrient 'gaps' through locally available species: an insight to the development of Food Tree and Crop PortfoliosTraining, education and practical 'hands-on' agricultural activities in school gardens as an important entry point for leveraging production diversity to consumption diversityPlanting seeds for nutrition: the application of the Food Tree and Crop Portfolios in school gardens - a case study from Machakos and Laikipia Counties, KenyaConclusionNotesReferencesTHE ROLE OF SCHOOL GARDENS AS CONSERVATION NETWORKS FOR TREE GENETIC RESOURCESLinking appreciation of trees to better diets, livelihoods, and learningRole for enhancing connectivity with home gardens and other reserves of forest genetic resourcesConclusion and way forwardNotesReferencesTHE IMPACT OF SCHOOL GARDENS ON NUTRITION OUTCOMES IN LOW-INCOME COUNTRIESCurrent evidence for school garden programmesResults of three recent experimental studies for low-income countriesResearch design and data collectionIntervention designsResultsDiscussionConclusionAcknowledgementsReferencesPARENT ENGAGEMENT IN SUSTAINING THE NUTRITIONAL GAINS FROM SCHOOL-PLUS-HOME GARDENS PROJECT AND SCHOOL- BASED FEEDING PROGRAMMES IN THE PHILIPPINES: The case of the Province of LagunaOverview of the School Plus Home Gardens Project (S+HGP)Profile of families of undernourished studentsStrategies to engage and sustain parents' participationParticipatory development approachesStepwise capacity building of key stakeholdersBuilding on existing parent-teacher associations (PTA)Extension services and supporting policies from government unitsContests, awards, and recognitionProject accomplishments in improving children's access to food and nutritionNutritional gains among undernourished childrenExpanded coverage of the SBFPExtending school gardening to home gardeningSchool savings and income generationEducational aspects of school gardensProject outcomes enhanced by parent engagement in S+HGPAssured supply of nutritious vegetables from the school and home gardensDiet diversity through garden diversityReduced number of repeaters in the school feeding programmeImproving children's consumption of vegetablesBenefits realized and challenges encounteredConclusionsAcknowledgementsNoteReferencesSCALING UP THE INTEGRATED SCHOOL NUTRITION MODEL IN THE PHILIPPINES: Experiences and lessons learnedBackgroundUnderstanding the concepts of scalingScaling up definedImplementing at scaleWhat to scale?How to scale? The multi-scalar approach to scalingLearning about scaling upStrategies, methods and lessonsEnabling environment at the national and sub-national level is necessary for scaling upLSs: focal point for horizontal scalingThe role of crop museumsMulti-level capacity-building programme for school programme implementersGenerating evidence for influencing policiesBroad-based partnership for school nutritionFostering better information and resource sharing through dialogue platformsAdvocacy and dissemination via multiple platformsThe role of mediaUse of social media as platforms for information sharingResults achieved at the sub-national and national levelWide-scale adoption of innovationsCollaboration and resource-sharingIncreased investment on school nutritionInstitutionalization of the modelImprovement in nutritional statusConclusionAcknowledgementsNoteReferencesCASE STUDY 1. THE STEPHANIE ALEXANDER KITCHEN GARDEN FOUNDATION PROGRAMCASE STUDY 2. REVIVING LOCAL FOOD SYSTEMS IN HAWAIICASE STUDY 3. FOOD PLANT SOLUTIONS: School gardens in VietnamCASE STUDY 4. PRESERVING LOCAL CULTURAL HERITAGE THROUGH CAPACITY BUILDING FOR GIRLS IN THE MOROCCAN HIGH ATLASCASE STUDY 5. LEARNING GARDENS CULTIVATING HEALTH AND WELL-BEING - STORIES FROM AUSTRALIACASE STUDY 6. AFRICAN LEAFY VEGETABLES GO BACK TO SCHOOL: Farm to school networks embrace biodiversity for food and nutrition in KenyaCASE STUDY 7. GROW TO LEARN - LEARNING GARDENS FOR SYRIAN CHILDREN AND YOUTH IN LEBANONCASE STUDY 8. SCHOOL GARDENS (MARA): Today's learning spaces for MaoriCASE STUDY 9. INTERGENERATIONAL TRANSFER OF KNOWLEDGE AND MINDSET CHANGE THROUGH SCHOOL GARDENS AMONG INDIGENOUS CHILDREN IN MEGHALAYA, NORTH EAST INDIACASE STUDY 10. LABORATORIOS PARA LA VIDA: Action research for agroecological scaling through food- and garden-based educationCASE STUDY 11. AGROBIODIVERSITY EDUCATION: The inclusion of agrobiodiversity in primary school curricula in Xiengkhouang Province, the Lao People's Democratic RepublicCASE STUDY 12. KATAKIN KOMMAN JIKIN KALLIB ILO IIKUUL - REPUBLIC OF THE MARSHALL ISLANDS SCHOOL LEARNING GARDEN PROGRAMCASE STUDY 13. WHERE THE WILD THINGS ARECASE STUDY 14. SLOW FOOD 10,000 GARDENS - CULTIVATING THE FUTURE OF AFRICACASE STUDY 15. THE INTEGRATION OF FOOD BIODIVERSITY IN SCHOOL CURRICULA THROUGH SCHOOL GARDENS AND GASTRONOMY IN BRAZIL
 
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