Costa Rica has a school meal programme for all student levels, from preschoolers, primary and secondary schoolchildren to youth and adult learners. The type of food provided depends on the education cycle and the time the student spends in education, e.g., breakfast, morning supplementary meal, lunch, afternoon supplementary meal and/or dinner. Food in schools is also provided through tuck shops, which are regulated. Students are encouraged not to bring food from home so as to avoid competing with and duplicating food provided by the school meal programme.
Nutrition education in Costa Rican schools is integrated transversally from the Preschool Education level to Basic General Education (I, II and III Cycles). It is also specifically integrated into subjects such as Home Education and Science.
School Food
School food in Costa Rica consists of the school meal and nutrition programme for children and adolescents (known as PANEA, an acronym for its Spanish name, Programa de Alimentación y Nutrición del Escolar y Adolescente), which is managed by the Ministry of Education’s Department of Equity Programmes. The programme’s objective is to provide nutritious meals for all pupils (from pre-primary level up to youth and adult education) within the Costa Rican educational system, to support learning and encourage attendance. Other types of food in schools are provided by tuck shops (known as “servicios de sodas”), but fewer schools are offering this food service modality since the COVID-19 pandemic. Children are also discouraged from bringing food from home to school to avoid duplicating mealtimes with those provided as part of the meal programme.
School menus from 2004 were updated in 2016 and implemented during 2018– 2019, with the development of three separate menu guidance manuals for preschoolers, primary and secondary school canteens, youth and adults. These manuals establish mealtimes per student age group (e.g., breakfast, morning or afternoon meal, lunch and dinner) and the respective nutritional contributions of each meal. Menus were revised in response to a number of factors, including high rates of overweight/obesity among 6 to 12 years old (34%); reported duplication of mealtimes (parents giving additional food to that provided by the school meal programme); competition with food provided in tuck shops; and an increase in food waste caused by changes in eating habits over recent years.
Although there is no specific law or policy that establishes nutrition standards for school meals, all schools and adult education centres in Costa Rica must comply with the menu guidelines. This is reinforced by the 2017 Law 9425 to strengthen the school canteen programme, which highlights the importance of providing a food service to schoolchildren during the holiday period; and the 2019 Law in which school canteens are declared an essential public service, thereby protecting their operation for the most vulnerable populations.
The main features of the menu guidance are:
| Users of the menu manuals |
|
| School food covered | Meals provided as part of the school meal programme |
| Objectives |
|
| Basis | Energy and macronutrients, food exchange lists [1] |
| Food groups covered | Dairy products, fruit, vegetables, starches, legumes, semi-lean meat, fats and sugars |
| Other guidance included | They also include recommendations for food storage conditions, quality standards for food ingredient acceptance, etc. |
[1] A food exchange list is a system of determining a daily food plan based on units, or exchanges, of various food types. Each item on an exchange list can be swapped with any other food item on the same list in the portion
Development
The School of Nutrition at the University of Costa Rica was responsible for updating the menu guidance for the school meal programme. The development process involved an initial analysis of menus through surveys of the tastes, habits and preferences of schoolchildren. Menu cycles were extended from three to five weeks to increase the variety and acceptance of meals, and mealtimes were established based on the time that the student is at school. The following general times and contributions were established:
- breakfast contributes 15% of the energy requirement in preschool and primary schools, and 25% in secondary schools (breakfast is provided in approximately 1300 schools);
- morning and afternoon supplementary meals (known as “complemento”) contribute 20% of energy respectively; and
lunch and dinner contribute 30% of energy each.
| Beneficiary group | Meal covered | Schedule |
|---|---|---|
| Preschool | Morning or afternoon supplementary meal | Morning: 8:30-10:00 a.m. Afternoon: 2:00-3:00 p.m. |
| Education I and II cycle with double shift (from 7 to 12 years) | Morning or afternoon supplementary meal | Morning: 9:00-10:00 a.m. Afternoon: 2:00 – 3:00 p.m. |
| Education I and II with regular hours (from 7 to 12 years) | Morning or afternoon supplementary meal and/or lunch | Morning: 9:00 - 10:00 a.m. Afternoon: 2:00 - 3:00 p.m. Half Day: 11:00-1:00 p.m. |
| Education III cycle (from 13 to 15) | Lunch | Half Day: 11:00 - 1:00 p.m. |
| Youth and adult education | Dinner | Evening: 6:00 - 7:00 p.m. |
For each mealtime, the menus were calculated based on food exchange lists [1], using the original publication of the American Diabetes Association (ADA) as a reference. The following changes were also made:
- a review of food groups considering criteria of future national guidelines;
- contribution of new foods such as a carton of milk at breakfast or afternoon supplementary meals,
- increased intake of fruit (whole or chopped) and vegetables, as well as protein (meat, eggs and cheese); and
promotion of fresh drinking water and reduction of free sugar and added sugars in drinks (natural soft drinks were eliminated from all mealtimes).
The manuals include guidelines on a range of topics, including menu cycles; recommended cooking methods and food preparation; a recipe book; serving portions; options for contingencies and changes; special foods for events such as birthdays etc.; a seasonal calendar of fruit and vegetables, as well as lists of ingredients to buy.
Within this update, menu manuals were also developed for indigenous populations, considering their habits, customs and the foods available to them, since Costa Rica currently has 24 indigenous territories.
Implementation
The implementation process of these manuals was progressive, from February 2018 to August 2019. Physical copies of the manuals were distributed to the different stakeholders (e.g., food service personnel; boards, directors and supervisors of educational centres; and regional directorates) and training was carried out with supervisors and directors of educational centers.
In 2023, the National Learning Institute plans to roll out specific training with food service personnel (known as “servidoras”) that includes modules on healthy eating and food safety and a certificate on completion. Canteen personnel are key to the school meal programme since they are responsible for food procurement and preparing and serving meals.
The Department of Equity Programmes has developed materials for school dining rooms and kitchens, such as food safety posters, as well as signs to designate the different areas of the kitchen.
School gardens are very important within the school meal programme and there are currently 400 schools with garden projects that provide fresh produce. More human resources are required in this area since they are also useful tools for food and nutrition education, with the potential to generate positive messages on healthy eating.
The Ministry of Education in conjunction with the Ministry of Health has prepared an operations manual and a compliance review form for regulating tuck shops, but these have not been implemented yet due to COVID-19.
Monitoring and Evaluation
At the school level, the Health and Nutrition Committee made up of representatives from teaching staff, the parents' association, the student government and members of the community, oversee the monitoring of the school meal programme, as well as compliance with the menu guidance. Responsibility for monitoring and evaluation (from top to bottom) includes the directors of schools, education boards, supervisors, regional Directorate of Education and Directorate of Equity programmes. In case of non-compliance, each of these levels of control has access to the appropriate corrective measures or sanctions.
In case of non-compliance with tuck shop regulations, the Ministry of Health has the power to confiscate the products. However, since it is a voluntary service and as a result of COVID-19, fewer schools are providing this additional food service.
The Ministry of Education has identified the need for a social evaluation model that involves students in confirming the level of implementation of menus at the regional level, if it is necessary to make any modification or adaptation of the current menus, etc. This monitoring activity would be conducted by the Health and Nutrition Committee.
Summary of nutritional guidelines or standards for the school meal programme
- Dietary guidelines based on food systems for the adolescent and adult population in Costa Rica
- Dietary guidelines based on food in Costa Rica
School-Based Food and Nutrition Education
In Costa Rica, food and nutrition education is integrated into the national curriculum from the pre-primary level through basic general education (Cycles I, II and III). At the preschool level, nutrition education is incorporated into the expected learning outcomes for Health and Nutrition within the self-knowledge unit found in the current study programme. At the primary and secondary levels, food and nutrition content is covered in the subjects of Home Education and Science.
Nutrition education is integrated into extracurricular activities such as National Nutrition and Health Week, Oral Health Week, Farmers' Day, Mental Health Day, Sports Day, and other events coordinated with the Ministry of Health.
| Main targets |
|
| Main educators |
|
| Integration into the school system | As part of a subject:
Transversally throughout the school curriculum |
Development of SFNE
The Curriculum Policy "Educating for a new citizenship" (2016) guides the development of the national curriculum. Its purpose is to guide the pedagogical practice of the Costa Rican educational system through a holistic approach that fosters creativity, innovation and enhances human development with equity and sustainability grounded in human rights and civic responsibilities. The curriculum policy is structured around four dimensions (1) Ways of thinking, 2) New ways of living in the world, 3) Tools for integrating into the world, and 4) Ways of relating to others, from which different skills are derived to shape the new citizenship (See Image A).
Since 2018, all programmes and study plans must comply with these dimensions or guidelines.
Image A. Source: Curriculum Policy “Educating for a new citizenship” (2016)
Each skill has a series of indicators that are used to assess the student's process of acquiring that skill. Nutrition content for all educational levels falls under the dimension of “New ways of living in the world”, with a focus on the skill named “Healthy Lifestyles”. The indicators for this skill are listed below.
| Skill | Indicators |
|---|---|
| Healthy lifestyles Aspiration to a dignified life, where the relationship between beings and the earth provides for integral development and the achievement of personal projects. People will be required to enjoy their rights and exercise responsibilities in interculturality and in respect for other living beings and in coexistence with nature. |
|
The Ministry of Public Education is responsible for the curriculum development of Home Education. This process involved intersectoral coordination with the Ministry of Health, universities, and various non-governmental organizations. To create the curricular content for the Nutrition and Health component at the pre-primary level, consultations were held with state universities, the Costa Rican Social Security Fund (CCSS) and the Ministry of Health. Overall, the curriculum across all school levels emphasizes competency through practical exercises, such as meal preparation and role-playing activities.
In Costa Rica, an impact review of the study programmes is conducted every five years at the request of the Higher Education Council.
Implementation of SFNE
The main educators at the preprimary level and in basic general education are teachers. Parents also play a crucial role by participating in school workshops on topics such as healthy shopping and price comparisons (e.g. artificial juice vs. natural juice). At the pre-primary level, a nutrition committee composed of teachers uses mealtimes to reinforce the healthy eating concepts taught in the classroom.
Teachers have access to a Self-Employment Guide (2020) developed in response to the COVID-19 pandemic, which facilitates the content development of the different study programmes. Additionally, at the end of 2018, the Ministry of Public Education proposed the implementation of Home Education laboratories equipped with kitchen utensils to engage students in real-life activities, such as food preparation. Implementation will begin in 2024, although there are currently 29 educational centers that already have these laboratories.
The curricular contents of the Health and Nutrition component at the preprimary level are described below:
| DIMENSION: Ways of living in the world CONTENT: Health and nutrition Skill: Lifestyles healthy The aspiration for a dignified life, in which the relationship between human beings and the Earth seeks their integral development and the achievement of a personal project. People will be required to enjoy their rights and exercise responsibilities in interculturality, respect for other living beings and coexistence with nature. | ||||
|---|---|---|---|---|
| Indicator | Become aware Conceives health and well-being as result of the interaction of the individual with his environment and the influence of biological aspects, psychological and social. | Proposal statement It promotes the individual and social participation in solving socio-environmental problems, from the principle of respect for all forms of life. | Appropriation Change your consumption habits from an approach that seeks the implementation of the concept of “comprehensive health and sustainability". | |
| Feature (*expected learning indicator) | Identify the benefits of healthy food from their environment that contribute to their overall well-being. | Understands health care that contributes to individual and social well-being, in the context in which it operates. | Practice eating healthy food from their environment, which contribute to their comprehensive well-being | Take actions in their environment that contribute to environmental sustainability. |
| Performance Level (achievement reached by the student) | Mention healthy foods from the environment that contribute to overall well-being. Recognizes the importance of healthy foods in the environment that contribute to overall well-being. Describe the benefits of healthy foods in the environment that contribute to your comprehensive well-being. | Mention the health care that contributes to individual and social well-being, in the context in which it operates. Describes health care that contributes to individual and social well-being, in the context in which it operates. Understand health care that contributes to individual and social well-being, in the context in which it operates. | Identify healthy foods that are consumed in your environment and contribute to your well-being comprehensive. Select healthy foods that are consumed in your environment and contribute to your comprehensive well-being. Eat healthy foods from the environment that contribute to overall well-being. | Identify the needs present in your environment, for environmental sustainability. Plan actions in your environment that contribute to environmental sustainability. Take actions in the environment that contribute to environmental sustainability. |
*The expected learning indicator links the content of the study programme and the skill indicator. It is measurable and the level of performance allows the teacher to monitor learning through continuous assessment and take it to a higher level.
The curricular contents, as well as the activities and evaluation criteria of the Daily life education programme of the first and second cycles are described below:
- Profile Cycle I (1st to 3rd year): Recognizes the socio-environmental and food risks that affect all forms of life.
Basic general education level Thematic axes and evaluation criteria First year Thematic axis: 1. Healthy lifestyles for the development of habits and customs for responsible, sustainable and reasonable consumption.
1.2 Describe the importance of consuming different natural and processed foods for daily consumption.
1.4 Classify fruits, vegetables and legumes, those produced in an orchard and those that come from fruit trees, and their care to obtain good production.
1.5 Recognize the importance of eating five meals a day: breakfast, lunch and dinner, plus two snacks.
Second year Thematic axis: 1. Healthy lifestyles for the development of habits and customs for responsible, sustainable and reasonable consumption.
1.1 Differentiate the ways to preserve and store food according to its characteristics to avoid contamination before being consumed.
1.2 Select the healthy foods offered by the school cafe/tuck shop and the type of foods offered elsewhere when making a purchase.
1.3 Identify foods that contain folic acid and fiber as important sources to prevent pathologies that affect the body.
1.4 Identify the physical capabilities that human beings have, in addition to the importance of adequate breathing to achieve good physical condition.Third year Thematic axis 1. Healthy lifestyles for the development of habits and customs for responsible, sustainable and reasonable consumption.
1.1 Value the importance of food as an element of individual, family and social enjoyment and cultural identity.
1.2 Establish, according to their nutritional value, the feeding proportions that are appropriate for a person.
1.3 Recognize the quality of food based on its safety and freshness for healthy eating.
- Cycle II Profile (4th to 6th year): Performs preventative eating habits that allow for a better quality of life.
| Basic general education level | Thematic axes and evaluation criteria |
|---|---|
| Fourth year | Thematic axis 1. Healthy lifestyles for the development of habits and customs for responsible, sustainable and reasonable consumption. 1.1 Determine the characteristics of organic gardening, hydroponics and organic fertilizer and their importance for health. 1.2 Practice eating habits before and after physical activity, as well as hydration habits at home, at school and in the community for personal care. |
| Fifth year | Thematic axis: 3. Recognition and appreciation for an inclusive society of older adults, people with disabilities and others who are frequently excluded or undervalued in educational and social processes. 3.2 Identify the nutrition and personal hygiene required by older adults and people with disabilities according to their needs and abilities. |
| Sixth year | Thematic axis: 1. Healthy lifestyles for the development of habits and customs for responsible, sustainable and reasonable consumption. 1.1 Identify cooking methods for preparing food for a healthy, balanced diet, in addition to preserving nutritional value and recovering traditional cuisine. 1.2 Apply the rules of etiquette, safety and hygiene when presenting a formal and informal table and buffet, depending on the occasion and location. 1.3 Value the symbiosis that occurs between physical exercise (dance), breathing and music for physical and mental health. |
The curriculum contents of the Home Education component of the third cycle (7th year) are described below:
| 7th Year: Topic: Healthy lifestyles | ||
|---|---|---|
| Curricular contents | ||
| Conceptual These are the concepts that are developed with students through mediation strategies. It's the: What are you going to learn? | Procedural They refer to the learning process It's the: How do you learn? | Attitudinal These are the values or attitudes that the student will acquire. It is the purpose and is developed in the planning of mediation strategies. |
| 1. The four aspects of the food: nutritional, gastronomic, cultural and social. 2. Importance of healthy eating habits. 3. Types of food, selection and storage: a. Food groups. b. How to choose foods. c. How to store and preserve food (raw and cooked). | Understanding the concept of healthy, enjoyable and diverse nutrition, its characteristics and importance. Recognition of different types of foods and their proper handling. Development of skills and abilities to properly choose and store food. Promoting appreciation for variety as an element that promotes well-being and enjoyment. | Practice healthy eating habits. Application of strategies for proper food handling and storage. Open attitude to cultural diversity through food variety. Enjoy the social moments of sharing food. |
| 4. A varied and balanced diet. What to eat and when. a. Vegetables and their preparation. b. Fruits and their preparation. c. Meats and their preparation. d. Flours: consumption and preparation. e. Balanced menus. f. Healthy meal times. g. Basic principles on special diets for people with health risks. h. Feeding children in early childhood. Importance of breastfeeding i. Good eating habits j. Diversity of food in the world: Food as an element that reflects culture and customs of a community, as well as a way to enjoy and value it. · Costa Rican foods · Meals of various cultures · Internationally recognized cuisine k. The role of the kitchen as a space for sharing and social gatherings. | Understanding the importance to maintain a balanced diet. Development of skills to prepare and combine the different types of foods in a balanced diet. Development of different balanced and varied menus, to lead a healthy life. Establishing relationships among the different Diet possibilities for people with health risks and early childhood. Understanding the importance to maintain good habits during eating time Development of skills to eat correctly. Understanding the role of cooking as an element of enjoyment, cultural identity and promoting spaces for social sharing. | Ability to prepare suitable, diverse and balanced menus. Using correct eating habits. An open attitude towards the enjoyment and appreciation of a varied and different menu. Costa Rican cuisine. Ability to promote and enjoy spaces to share food with other people. |
| 5. Healthy food handling. a. Correct handling. b. Cross-contamination. c. Storage and preservation of cooked foods. | Understanding and analyzing the correct way to handle food. Recognition of the different factors that cause food contamination when being handled. Determining the proper way to preserve food. | |
| 6. Effects of bad eating habits: a. Malnutrition. b. Overweight and obesity. c. Monotony in the way of eating d. Eating disorders (anorexia, bulimia, Unbalanced diets). e. Vulnerability to certain diseases due to poor nutrition. | Assessing the importance of eliminating negative food practices. Understanding the concept of Malnutrition. Recognition of the different factors that contribute to malnutrition. Understanding the concept of obesity and the consequences in people's lives. Identification of the elements that generate diet monotony. Understanding the effects of always eating the same thing on the mental and physical health of people and their capabilities to develop appreciation for diversity, cultural identity and enjoyment of the social meeting spaces. Recognition of the different diseases related to obesity, and their characteristics. Understanding the concept of eating disorders. Understanding the concept and characteristics of different diseases related to eating disorders. Establishing relationships between different diseases related to eating disorders and the physical and psychological consequences they generate in people who suffer from them. | Ability to prepare a balanced menu suitable for their age, both in nutritional aspects as diversity, which promotes the enjoyment of the food and a positive attitude towards it. Assessment of the importance of adequate and varied nutrition to promote well-being and avoid health problems. Ability to identify characteristics of the different diseases generated by bad eating habits. Positive and responsible attitude towards the importance of eating healthy. |
These contents aim to transmit a series of values, attitudes and behaviours such as individual and social responsibility, cooperation and solidarity, autonomy and critical judgement, personal care, respect, and diversity. For more detailed information, consult the Study Programme: Education for Daily Life (third cycle of basic general education).
Monitoring and Evaluation of SFNE
The teacher observes, monitors and evaluates the expected learning based on indicators and levels of achievement. These include the correct identification of healthy foods (first level), recognition of the benefits of healthy eating (second level), and understanding of the importance of consuming healthy foods for optimal well-being (third level). For more detailed information on assessment strategies, consult the Preschool Education Study Programme (Pages 93-96) .
The nutrition and food content assessment system in the Daily Life Education programme for cycles I and II involves evaluating knowledge through performance tests (practical assessments tailored to the classroom context). The assessment is in accordance with the development of pedagogical mediation; therefore, if the criteria are developed practically, the assessment should reflect the same approach. Additionally, the development and scope of the assessment criteria can be verified through continuous observation of classroom activities.
The assessment system for nutrition and food content in the Daily Life Education programme for cycle III consists of assessment through practical group work, as well as daily class participation and attendance. For more detailed information on assessment strategies, see the Study Programme: Education for Daily Life (Third Cycle of Basic General Education).
- Preschool Education Study Programme
- Study Guide for the Preschool Education Curriculum:
- Guidelines for pedagogical mediation by skills for the Preschool Education Level (2021)
- "Educación para el Hogar"
- "Educación para el Hogar" resources
- Study programme: Education for daily life (first and second cycle of basic general education)
- Curriculum: Education for daily life (third cycle of basic general education)
- Technical guidelines for learning assessment (2023)
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