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CONTRIBUTION OF SCHOOL FEEDING RATION SCALES TO THE DIETARY REFERENCE INTAKE (DRI) AND DAILY ESTIMATED AVERAGE REQUIREMENT
(EAR) FOR ENERGY, MACRONUTRIENTS AND SELECTED MICRONUTRIENTS Abstract
Background: School Feeding Programmes (SFPs) in low income countries are ideal in addressing malnutrition problems whereas in developed countries, the objective of school meals is to address childhood obesity.
Objective: To analyze the nutritional menu contribution of school meal rations provided in the Botswana SFP to the Dietary Reference Itakes (DRIs) and Estimated Average Requirements (EAR) for energy and selected nutrients.
Methods: The food rations provided in the Botswana SFP was analyzed for nutritional content using FoodFinder 3.0.
Results: From the results of this study, the energy and nutrients supplied by the ration scale compared to age appropriate reference intakes of the learners participating in the SFP in the current study, was inadequate in terms of energy (60%), protein (90%), vitamin A (46%) and calcium (28%).
Conclusion: The current food rations provided to learners who participate in SFP, may not be adequate in selected nutrients, it is anticipated that with the introduction of breakfast in addition to the SFP ration scale that was evaluated in the current study, it may improve the energy and protein content of meals provided as part of the SFP to 66% of the EAR in accordance with the age of the learners. However, the food rations still lack food sources such as fruits and vegetables that provide specific micronutrients.
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economically disadvantaged and nutritionally vulnerable children such as in low income countries like Kenya (Khatete, Pendo & Oyabi, 2013).
The Academy of Nutrition and Dietetics (ADA) recommends that school going children should achieve optimal physical fitness, maintain health and follow appropriate eating habits to reduce the risk of chronic diseases (Hayes, Contento & Weekly 2018). In developing countries, the objectives of school meals are to promote nutritional and educational outcomes such as improve school enrollment and alleviate hunger (Zenebe, Gebremedhin, Henry & Regassa, 2018; Graham, Hochfeld, Stuart & Gent, 2015; Yendaw & Dayour, 2014; McDonnell & Probart, 2011). SFPs have also been shown to have a positive effect on academic outcome (Bukari, Hajara &
Oloruntoba, 2012). However, there are nutritional, social, practical, educational, economic, political, and cultural perspectives and challenges linked to the implementation of healthy and sustainable school meals (Oostindjer, Aschemann-Witzelb, Wanga, Skulandc, Egelandsdala, Amdama, Schjøllc, Pachuckie, Rozinf, Steing, Almlih & Kleefi, 2017).
In developed countries, the focus on school meals is to modify energy intake, fat and sodium content to address high levels of childhood overweight and obesity (Aliyar, Gelli & Hamdani, 2015; Hurley, Cross & Hughes, 2011; McGuire, 2011). However, studies by Nelson (2011) and Tian, Zhang, Loustalot, Yang & Cogswell (2013), documented the fact that the majority of school meals provided and consumed were typically high in fat, salt and sugar, contradictory to the guidelines on healthy eating (Nelson, 2011). In another study by Cullen & Chen (2017), the results indicated that children’s intake from school meals did not meet federal guidelines. ?where? The American Heart Association (2019) has also advocated for healthier school meal options in line with national guidelines. Another cross-sectional study conducted in Sweden found that the nutritional quality of school meals also did not meet the reference values but the intake of saturated fatty acids and sodium exceeded the reference (Osowski, Lindroos, Barbieri & Becker, 2015). A study conducted by Vieux, Dubois, Duchêne & Darmon (2018) assessed 20 lunches that were served in French primary schools for their nutritional quality. It was concluded that the meals were of a good nutritional quality in line with the French school food guidelines. An earlier study that also analyzed the nutritional quality of food served at French schools found that the food served did not meet the meal composition criteria in accordance with prescribed guidelines (Dubuisson, Lioret, Calamassi-Tran, Volatier & Lafay, 2008). When the implementation of the National
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School Feeding Program was analysed in Brazil, findings were that learners usually brought food from home as there was low adherence to the SFP and that the food on offer was not nutritionally adequate (Rocha, Filgueiras, Albuquerque, Milagres, Castro, Silva, Costa, Priore & de Novaes, 2018;Sidaner, Balaban & Burlandy, 2012).
Similar challenges to the implementation of SFPs have also been observed in African countries.
In South Africa, the nutritional analysis of school meal menus revealed that the majority of schools did not adhere to the regulations (Nhlapo, Lues, Kativu & Groenewald, 2015). A later study found that schools frequently prepared more starch and fewer vegetables and protein than they should (JET Education Services, 2016).
The Second International Conference on Nutrition (ICN2) Framework for Action, Global Panel on Agriculture and Food Systems for Nutrition, Healthy Meals in Schools Policy Brief and the WHO Global Action Plan for the Prevention and Control of non-communicable diseases 2013–
2020 are among international organizations that development nutrition guidelines and standards (NGS) to ensure that school meals are in line with target children’s needs and context [Food and Agriculture Organization (FAO) 2019]. The development of NGS has been recommended and prioritized internationally as a first step to ensure that school meals and other available foods are in line to target children’s needs.
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Figure 6.1: Model of influences and potential outcomes of school meals in children Source: Oostindjer et. al., (2017)
Based on the above literature, the purpose of the current study was to evaluate the school feeding ration scale used to guide the implementation of the national SFP among primary school learners attending government schools in Botswana, to determine the contribution it makes towards meeting the daily estimated average requirements (EARs) for energy, macronutrients and selected micronutrients in relation to the level of physical activity of learners described in chapter 4.