School-based food and nutrition education

This white paper presents the case for raising the profile and transforming the vision and learning model of school-based food and nutrition education (SFNE), and is based on the evidence, professional expertise, field experience, lessons learned, and documented challenges of SFNE work in a variety of contexts. The document is directed firstly to a technical audience working in governmental organizations that deal with schoolchildren and adolescents and is also of interest to researchers, technical advisors, decision-makers, donors and investors, civil society, and UN organizations.

Capacity needs assessment tool

The capacity needs assessment tool is meant to be used by national and local groups as a foundation for the design of school-based food and nutrition education capacity development strategies. The tool builds on FAO’s experience and expertise in capacity development, and adopts a broad approach that not only assesses capacities at the individual level, but also expands to the level of organizations and the enabling environment.

Putting food at the centre of learning: an evidence-based and practice-informed model of holistic food education in schools

Food education in schools is increasingly being adopted as one of the key policy levers to support the shift towards healthier and more sustainable food practices worldwide. However, the way in which food education is designed and implemented is not often conducive to such goals. We propose a food learning model and process for designing holistic food education that fosters food competent children and adolescents as catalysts for change. The model applies evidence-based core principles required for effective food education, such as action-oriented goals that align with a student's contexts, co-ownership of the learning process, prioritising experiential learning, ensuring purposeful interactions, complementarity with the school food environment and beyond, and meaningful involvement of actors that influence children's food practices and perspectives. The process for designing food education programmes is anchored in the food learning model and highlights the importance of selecting the right entry points in the formal school system, assessment of learning needs, co-formulating competences, and the need for continuous and purposeful assessments of students' learning. The authors highlight the key challenges beyond programme design that must be addressed to enhance the success of food education, including the need to strengthen systemic capacity and improve the wider policy environment.