scholarly journals Development of an energy-dense biscuit suitable for primary school learners for the South African National School Nutrition Programme

2021 ◽  
Vol 21 (9) ◽  
pp. 18611-18628
Author(s):  
Saffia Hassanally ◽  
◽  
Ashika Naicker ◽  
Evonne Singh
Keyword(s):  
Shelf Life ◽  
Peanut Butter ◽  
School Nutrition ◽  
Product Development Process ◽  
Empty Stomach ◽  
National School ◽  
Significant Difference ◽  
School Day ◽  
Main Meal ◽  
Nutrition Programme

South Africa has a well established National School Nutrition Programme (NSNP). Despite rescheduling the mealtime to two hours after the start of the school day to accommodate learners who come to school on an empty stomach, a gap still exists as many children start their learning day with low energy and concentration levels. A cost-effective, energy-dense snack served at the start of the school day can be a solution to sustain learners until the main meal is served. Cross-sectional surveys were used to determine the snack preferences of children and the product development process was used to develop a suitable snack. An energy-dense peanut butter biscuit was developed based on those surveys as well as a scoping review of previous snack studies. The energy-dense developed product provided 1388kJ (61.0%) of energy from fat, 688kJ (30.2%) of energy from carbohydrates and 201kJ (8.8%) of energy from protein per 100g. The biscuit conformed to microbial testing standards. Shelf-life analysis projected a shelf-life of five weeks fresh and five months in food grade packaging. Sensory results showed that there was no significant difference in sensory scores across gender (p=0.691) and age (p=0.706). More of the learners (n=56, 69.1%) found the biscuit to be ‘Super good’ than the other ratings (p<.0005). When compared with similar biscuit products currently on the market, it was found that the developed biscuit was the most reasonably priced. The developed biscuit has the potential to serve as a solution to hidden hunger for children that come to school on an empty stomach. This versatile snack solution has potential for continuity of use even during periods of national crisis as with COVID-19, when learners’ nutritional needs may be most vulnerable.

scholarly journals An evaluation of the impact of a school nutrition programme in Vietnam

2007 ◽  
Vol 10 (8) ◽  
pp. 819-826 ◽  
Author(s):  
Andrew Hall ◽  
Tran Thi Minh Hanh ◽  
Katherine Farley ◽  
Tran Pham Nha Quynh ◽  
Frank Valdivia
Keyword(s):  
Weight Gain ◽  
Primary Schools ◽  
School Nutrition ◽  
Cross Sectional ◽  
Cluster Evaluation ◽  
Significant Difference ◽  
Level Model ◽  
Grade 3 ◽  
The Impact ◽  
Nutrition Programme

AbstractObjectiveTo evaluate the effectiveness of a school nutrition programme on the weight gain and growth of Vietnamese schoolchildren.DesignA proximate cluster evaluation of children in seven schools, in which fortified milk and biscuits supplying 300 kcal of energy were being given on school days, compared with children in 14 nearby schools with no feeding. All children were dewormed.SettingTwenty-one primary schools in Dong Thap Province, Vietnam.SubjectsA cohort of 1080 children in grade 1 of 21 primary schools, and a cross-sectional interview of 400 children in grade 3.ResultsThe programme gave children the equivalent of 90 kcal day− 1 over 17 months. t-Tests showed a small but statistically significant difference between groups in their average gain in weight and height: 3.19 versus 2.95 kg (P < 0.001) and 8.15 versus 7.88 cm (P = 0.008). A multiple-level model showed that the programme was statistically significant after controlling for clustering of children in schools, sex, age and initial underweight (P = 0.024). A significant impact on height was also seen in a regression model, but not when controlling for school. The most undernourished children tended to gain the least weight. There was no evidence of substitution.ConclusionThe programme had a small but significant effect on weight gain, but the most undernourished children benefited the least. Methods need to be developed to target them. This design may offer a means of estimating the impact of school feeding on growth in other programme settings.

scholarly journals Salmonella food-poisoning outbreak linked to the National School Nutrition Programme, North West province, South Africa

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Thejane W. Motladiile ◽  
John M. Tumbo ◽  
Adrien Malumba ◽  
Bolaji Adeoti ◽  
Nozizwe J. Masekwane ◽  
...  
Keyword(s):  
South Africa ◽  
Food Poisoning ◽  
School Nutrition ◽  
North West ◽  
National School ◽  
North West Province ◽  
Nutrition Programme

scholarly journals Stakeholders’ impediments in promoting school nutrition education in South Africa: Implications on youth dietary knowledge of excess fats and carbohydrates

2021 ◽  
Vol 21` (01) ◽  
pp. 17158-17177
Author(s):  
Tafirenyika Mafugu ◽  
Keyword(s):  
South Africa ◽  
Nutrition Education ◽  
School Nutrition ◽  
Mean Values ◽  
Dietary Knowledge ◽  
Inadequate Knowledge ◽  
Significant Difference ◽  
The Mean ◽  
One Way Anova ◽  
Nutrition Programme

There is prevalence of overweight and obesity in South Africa. Evidence of nutrition knowledge and challenges affecting the promotion of nutrition interventions is needed to produce more effective strategies to prevent nutrition problems in schoolchildren. The study sought to explore challenges encountered by stakeholders of the school nutrition programme in promoting nutrition education. Furthermore, the study aimed to assess the implications of the stakeholders ‘challenges on learners’ dietary knowledge of excess fats and carbohydrates. The study took place in eight secondary schools in the Pinetown District, KwaZulu-Natal,South Africa. The qualitative data from nine interviewees who were stakeholders of the school nutrition programme were analysed using thematic content analysis. Quantitative data were collected from 108 grade 12learners using self-administered questionnaires.The quantitative data was coded, collated and analysed using SPSS. Independent sample t-test was used to evaluate if there was significant difference between gender and the mean values. One-way ANOVA was used to establish if there was any significant difference between the mean values of learners’ knowledge on various nutrition principles.Learners displayed inadequate knowledge of a healthy diet(34%),the importance of vegetables in the diet (71%), the health risks of excess fats (64.8%) and excess carbohydrates (77.8%),and nutritious food to be eaten daily (40.7%). Comparison of group means of various nutrition principles using one way ANOVA indicated significant difference at p < 0.05 level[F(4, 528) = 43.3, P < 0.001]. The 44 male respondents had significantly higher scores for the awareness of health risks of excess fats t (103) = 2.6, p =0.01and excess carbohydrates t (103) = 2.7, p =0.01 compared to 61 females.Each food group could be listed only by less than 22% of the participants. Challenges encountered in promoting nutrition education included time constraints, lack of training on nutrition principles, lack of supporting documents and lack of nutrition principles in the curriculum.The inadequate knowledge displayed by learners and lack of training and supporting documents in promoting nutrition education indicate areas that can be targeted by intervention programmes to improve nutrition knowledge of learners and stakeholders.

scholarly journals Managing the National School Nutrition Programme in under-resourced schools in Limpopo – practice, successes and challenges

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Eric Eberlein
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
School Nutrition ◽  
Limpopo Province ◽  
School Level ◽  
Roles And Responsibilities ◽  
National School ◽  
Primary Finding ◽  
Management Functions ◽  
Nutrition Programme

This study investigates the manner in which the implementation of the National School Nutrition Programme (NSNP) is managed by the principals in under-resourced primary schools in the Waterberg district of Limpopo province, and as such forms part of a larger joint UP and NENU study of the state of the principalship in both urban and rural settings in the two countries. Data for this qualitative study was collected within the framework of the four management functions described by Van Deventer and Kruger: planning, organising, leading and directing, as well as controlling and evaluating, by interviewing and observation. The study’s primary finding is that, although principals are aware of the guidelines and practices for the implementation of the NSNP, prescribed by the Department of Basic Education, they rely almost entirely on other role player at school level to manage the programme, without any day-to-day involvement in the process or any recognition of their own roles and responsibilities in this regard.

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