Download Individual Requirement Nutrition Intervention Program SANTOS

Santos, Maria Vianney C.
BSND-3A
Public Health Nutrition
“Gulayan sa Paaralan Program”
a.
Summary
Gulayan sa Paaralan” Program is an activity which aim to promote proper nutrition and
mitigate hunger among learners. The GPP is one of the mechanisms the government
implemented to promote and raise awareness to address food insecurity in the
country. Each school shall implement E-GPP-Project GAME by allotting at least 200
square meters for the establishment a vegetable garden with the engagement of
stakeholders such as the Parent Teacher Association (PTA), National Government
Agencies (NGAs), Non-Government Organizations (NGOs), and other entities that may
consider significant to the implementation of the project. A variety of indigenous
vegetables shall be planted that are rich in protein, carbohydrates, vitamin A and iron
to address micro deficiencies such as protein-energy deficiencies, Vitamin A
deficiencies (IDA), Iron deficiency Anemia (IDA), and Iodine deficiency Disorder (IDD).
b.
Description of the program.
Program Objectives
●
The Gulayan sa Paaralan Program or the GPP, aims to promote food security in our public
schools and communities through self-help food production activities and fostering the
appreciation of agriculture as a life support system.
●
To promote vegetable production in public elementary and secondary schools;
●
To establish and maintain school gardens as ready food baskets/sources of vegetables in
sustaining supplementary feeding;
●
To serve as a laboratory for learners;
●
To produce vegetables in the schools that are rich sources of protein, calories, vitamins,
and minerals and eventually increase vegetables consumption and improve learners’
nutrition;
●
To showcase small-scale food production models;
●
To inculcate among learners the values of gardening, good health and nutrition, love of labor,
and caring for others
Rationale
The gulayan sa paaralan program was launched by the Department of Education in partnership with the
Department of Agriculture to promote the value of school gardening as a contribution to the feeding
program and raise awareness to have locally grown vegetables and crops that will benefit the
community. The GPP is also under the Philippine Plan of Action in Nutrition for the years 2017-2022.
Organizational Chart
The gulayan sa paaralan program organization chart consists of a chairman, GPP coordinator, parents,
teachers, the help of the city agricultural and municipal office, advocacy, resource mobilization
committee, program monitoring and implementation committee, administrative and finance committee,
and documentation committee.
Implementation
●
Each school shall implement E-GPP-Project GAME by allotting at least 200 square meters for the
establishment a vegetable garden with the engagement of stakeholders such as the Parent
Teacher Association (PTA), National Government Agencies (NGAs), Non-Government
Organizations (NGOs), and other entities that may consider significant to the implementation of
the project.
●
Schools with limited area for the implementation of EGPP-Project GAME may use alternative
gardening methods such as container gardening, inground gardening, raised bed gardening,
vertical gardening, hydroponic gardening, aquaponic gardening, square foot gardening,
upside-down gardening, hanging gardening, and other methods appropriate to the schools.
●
A variety of indigenous vegetables shall be planted that are rich in protein, carbohydrates,
vitamin A and iron to address micro deficiencies such as protein-energy deficiencies, Vitamin A
deficiencies (IDA), Iron deficiency Anemia (IDA), and Iodine deficiency Disorder (IDD)
●
Each school shall also establish a nursery/ seed bank for the propagation of vegetable seedlings,
fruit-bearing, and forest tree seedlings to sustain the seedling requirements of the school for the
whole year. The school may coordinate with local agricultural office for the provision of seeds
and the proper guidance on the establishment of a nursery/ seed bank, however, if a school has
not have enough space for the establishment of such purpose may forge partnerships with the
community or barangay officials to utilize the vacant lot near the school to build nursery/ seed
bank.
●
A variety of indigenous vegetables shall be planted that are rich in protein, carbohydrates,
vitamin A and iron to address micro deficiencies such as protein-energy deficiencies, Vitamin A
deficiencies (IDA), Iron deficiency Anemia (IDA), and Iodine deficiency Disorder (IDD)
●
Alugbati, Alukon, Katuray, Kulitis, Kadyos, Kalabasa, Labanos, Labong Malunggay, Mustasa, Pako,
Patola, Pipino, Saluyot, Sayote, Sigarilyas, Sitaw, Talinum, Talong and Upo. Schools may
propagate other vegetable plants suitable in their area.
Background of the Program
The 60 % harvested product from the EGPP-Project GAME shall be utilized in the school feeding program,
while the remaining 40 % may be sold in the community/ market as part of the income generating
project of school. The income may utilize for the provision of ingredients for school feeding, gardening
tools, seeds, and other materials to sustain the project.
Funding Requirements/Expenditures.
According to the interviewed Barangay Nutrition Scholar, the information about the funding
requirements and expenditures were not disclosed to the interviewee. However, according to
information posted in depedzambales.ph, the SDO shall disburse P25,000.00 directly to each selected
school in coordination with their respective division budget and accounting offices. Allowable Expenses
in the program include purchase of gardening tools (e.g., fork, shovel, rake, hoe),purchase of
vegetable/fruit saplings or seedlings, labor expenses, and other related expenses in the establishment of
GPP.
Collaborations With Other Stakeholders
The engagement of stakeholders such as the Parent Teacher Association (PTA), National Government
Agencies (NGAs), Non-Government Organizations (NGOs), and other entities that may consider
significant to the implementation of the project.
c.
Accomplishments of the program.
The target beneficiaries of the nutrition intervention program are elementary and secondary school
children. Gulayan sa Paaralan plays an important role in the sustenance of School-Based Feeding
Program as it provides a reassuring healthy menu for students and help the administration raise
nutritional status while teaching values and importance of agriculture in a subtle manner. Due to
conflicting schedules of both the interviewee and the BNS being unavailable most of the time,
information about the results of monitoring and evaluation are unavailable.
d.
Analysis of the program. This can be done by answering the following questions:
1)
Do the program contribute to accomplishing the Sustainable Development
Goals and Philippine Plan of Action for Nutrition? Explain your answer.
The GPP is under the Philippine Plan of Action in Nutrition for the years 2017-2022. The Nutrition
Intervention Program. According to Dansal & Aguanta (2014),the nutrition intervention program is highly
effective in terms of developing positive outlook, interest and practical experience in vegetable
gardening, preference in eating vegetables among pupils and obtaining parental support.
2)
As a nutrition student, what do you think should be done to improve the
implementation (in terms of objectives, target beneficiaries, how it is
implemented, and funding details) of the program?
According to Dimaano (2019), the barangay chosen to conduct the GP program experienced limited
gardening space, and poor quality of soil, thus, the limited and sometimes no harvest. Constraint on
technical know-how; no specific school budget or financial resources; no full-time person to manage;
lack of time, and limited participation of school head/principal in planning are also revealed. The
availability of seeds/ seedlings, on the other hand, is sufficient through the available supply of seeds
from Mun. Agriculture Office. Active participation and support of the stakeholders are the GPP's
strengths. The respondents’ schools could not sustain the needs of the school's feeding program.
Respondents are amenable that they need to address the weaknesses of the project, therefore
improvement must be done. The NGO’s that fund the nutrition intervention program should also be
transparent about the budgetary requirements needed for the program in order for it to be
implemented steadily. A recommendation for locations that have limited space or limited flat land for
the nutrition intervention program such as the interviewer’s chosen barangay is to have alternative
gardening methods such as container gardening, inground gardening, raised bed gardening, vertical
gardening, hydroponic gardening, aquaponic gardening, square foot gardening, upside-down gardening,
hanging gardening, and other methods appropriate to the schools in the barangays.
3)
How can the program be sustained?
As much as the Department of Education boasts the Nutrition Intervention Program for its high
sustainabality through the use of organic gardening, there is still some presence of unsustainability such
as the frequency of organic waste due to unharvested vegetables and crops. A much thorough
implementation of the GP program as well as Nutrition Education programs not just for school-age
children but also for the implementators, stakeholders, and other community members.
References:
Dimaano, L. (2019). Experiences of Schools on" Gulayan Sa Paaralan" at the District of Agoncillo: Basis for
a Pilot Project on Innovative Approaches in School Gardening. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2O).
Ibañez Jr, R. Y., Velza, J. F., & Bartolay, R. A. (2023). Gulayan Sa Paaralan (School Garden) Program
Coordinators Production Practices: Basis for Capacity-Building Program. International Journal of
Multidisciplinary: Applied Business and Education Research, 4(5), 1668-1681.
Rosales, C. (2019). Implementation of Gulayan Sa Paaralan Program (GPP) in All Public Schools of San
Nicolas District. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2E).