IMPROVING FOOD AND NUTRITION SECURITY IN

THE PHILIPPINES THROUGH SCHOOL

INTERVENTIONS

Oro,Emilita;Agdeppa, Imelda;Baguilat, Irish;

Gonsalves, Julian;Capanzana, Mario;Anunciado, Ma. Sheila;Sarmiento, Ian Kurt;Itliong, Kirstein;de Castro, Ronnie;

© 2018, ORO, EMILITA, IIRR

This work is licensed under the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/legalcode), which permits unrestricted use, distribution, and reproduction, provided the original work is properly credited.

Cette œuvre est mise à disposition selon les termes de la licence Creative Commons

Attribution (https://creativecommons.org/licenses/by/4.0/legalcode), qui permet

l’utilisation, la distribution et la reproduction sans restriction, pourvu que le mérite de la

création originale soit adéquatement reconnu.

IDRC Grant/ Subvention du CRDI: 108156-001-Improving food and nutrition security in the

Philippines through school interventions

Improving Food and Nutrition

Security In the Philippinesthrouilscllool Interventions

“¥‘\/‘ l��o���oٓfM

GarNESupp

'DRC %§ CRDI

South East Asia Average

- C. Best et al, 2010 [a review of 369 studies (2002 to 2009) from 76 countries: developing and in transition]

29% (+/-18 SD)

13% (+/-9 SD)

39% (+/-17 SD)

32% (+/-23 SD)

T

CHILD STUNTING

Low height for age

CHILD WASTING

Low weight for height

CHILD OVERWEIGHT

High weight for heightFe

MICRONUTRIENT

DEFICIENCY

iron, folic Acid, vitamin A,

zink, iodine below healthythresholds

National Nutrition Survey 2013 (FNRI-DOST)

Results among children (5.08-10.0 years old)

National Nutrition Survey2013

Results among children (5.08 10.0 years old)

ilié

From: FNRI-DOST

M

u

as am“

mm ms nu: ms mu Jone am: an m am :71:

,._|lYrfl!UI1Qlfl .tu.nIu ‘Wain; _._o-aovouum-MH1It|1n

Prevalence of anemia among children, 6.0–12.0 years old by region: Philippines, 2013

% AnemicRegion

10.1

18.4

9.6

12.5

5.8

4.4

10.0

14.7

10.0

10.1

21.5

10.8

14.0

19.8

9.6

5.8

6.9

11.1

0 5 10 15 20 25 30

CARAGA

ARMM

SOCCSKSARGEN

Davao

Northern Mindanao

Zamboanga Peninsula

Eastern Visayas

Central Visayas

Western Visayas

Bicol

MIMAROPA

CALABARZON

Central Luzon

Cagayan Valley

Ilocos

CAR

NCR

Philippines

From: FNRI-DOST

What can be done

A study of the California

Department of Health

Services showed that

students who had

experienced gardening ate

more fruits and vegetables.

- www.kavanaghcommunity.org

“School Garden Statewide Survey – 2002, ”Nutrition Services Division, California Department of Education,(unpublished) Center for Ecoliteracy, The Edible Schoolyard. Learning in the Real World, Berkeley, California, 1999. Life Lab Science Program, Getting Started – A Guide for Creating School Gardens as Outdoor Classrooms. Center for Ecoliteracy, Berkeley, California, 1997

Nutrition education and

nutrition programs that are

LINKED to school

gardens have resulted to

improved academic

achievement.

SBFP Objective: To improve

the nutritional status of the

552,038 SW and 1,271,405 W

learners

GPP Objective: To promote

food security in schools and

communities through self-help

food production activities and

values among learners and

appreciation of agriculture as

a life support system.

DepEd’s Programs

Short Overview of Division’s

Plans/Framework

School Health SenrioeNutrition Support < H°3'“"Y SG"‘°°'

Dslwery Systems Environment

~ School-Based Feeding - Leamer Health Appraisal_ g

Pmgiam sysrem (LHA5)- Wash in Schools (Wins)

. Gulayan 53 paaralan - Integrated Heiminth Control' TOXIC Free 50h00|S

Pmgmm program (mop) .

- School-Based HIV AIDS

l��o���o1��M l��o���o%��M l��o���o1��MPmgmm

Program Program' 0'5‘ U'9e"lT'93"“9"‘ (OUT) - Smoke Free Environment- Oral Health Program — Bright /Tabasco camml

Smiles, Bright Future (BSBF) pmgram' M°"“a' Heam‘ 5”‘

- Mental Health and

P5y°"°5°°'a' s"Pp°" Psychosocial Support(MHFSS)

Programs- spans Medicine:

.

smeening/Managememoi- Health Promoting Schools

Athletes and Coaches- Tarnang Serbisyong

Kalusugang Fampamilya(TSEKAP) for Teachers and

NTP

- BF ng Teacher Kn Alaga Ko

e[;oE©l’s Programs

There is growing evidence that school-based nutrition

education encourages healthy eating and exercise, especially on

preventing of obesity.-2016 Global Nutrition Report

Studies also showed that

school feeding programs

increase school

enrollment, cognition and

educational achievement.

-DepEd Operational Guidelines on the Implementation of SBFP

SBFP Objective: To improve the nutritional status of the 533,425 SW and 1,385,039 W learners

GPP Objective: To promote food security in schools and communities through self-help food production activities andvalues among learners and appreciation of agriculture as a life support system.

DepEd’s Current

Programs and

Targets

Short Overview of Division’s

Plans/Framework

School Health SenrioeN‘-‘m‘i°" S‘-'F'P°” Delivery Systems l��o���o���M

~ School-Based Feeding - Learner Health Appraisal_ ,

Pmgiam sysrem (]_HAs)_- Wash in Schools (WinS)

- Sr'

l��o���o���M'

;::':;';:s::“:7I:.aProgram '°!_1'3"‘

_ _

’

_

'

f. Mammal Sal‘ radium" Sohistosomiasis Fiop_hyIa_xis Education Program

_

Pmgmm- Sohoolrfiased Immunization - National Drug Education

Program Program- Oral Ur9enrTrearmenI(0U17 - Smoke Free Environment- 0ra_| Health Program — Bright /Tobacco Control

smiles, Bright Future (BSBF) pmgram- Mental Health and

- Mental Health and

P5y°h°5°°'a' s“P9°“ Psychosocial Support

(sNIHF$I$‘)ed Programs- pom icine:

_

.

sueening,ManagemenmfHealth Promoting Schools

Aihieies and Coaches- Tamang Serbisyong

Kalusugang Fampamilya(TSEKAP) Ior Teachers and

NTF

- BF rig Teacher Kn Alaga Ko

[School Health Divisi

pE©II’s Currerii

irogirms rid

Tirgeis

Garden sustainability

Weak link between: gardens – feeding and garden -learning

• Physical factors poor soil quality, space, poor drainage & water access

•Multiple tasks of teachers, among others

Challenges

Availability of evidence for reference of policy makers

Locally-innovated models for more effective & efficient implementation of nutrition programs

Cliioilllleiriges

Phase 1: Model Development

Phase 1 (2012-2015) “Integrated Approach to Address Food and Nutrition Security in the Philippines”

developed and tested the integrated school nutrition model

IIRR, FNRI-DOST, DepEd Region IVA specifically Cavite

The complete package of the model was tested in 2 research sites in Cavite and 25 schools for selected components

his ‘I: [Midi vllopmirii

Phase 2

Phase 2 (28 months): February 2016 - May 2018

IIRR, FNRI-DOST, DepEd, DA Region 4A

Supported by International Development Research Centre

hos 2

Integrated School

Nutrition Model

Sciiaal gardens zrihnriczd

um ecaiayrrai nradicts

ra Improve aladucrii/IW

and sustalnahillfl’

Bio-intensiveSchool Garden

Use alirnlvlnrfllled rice and

indigenous vzgnahies [mm

_

srnnnl garden: rmugn the

dEe/oprrienr 0115 idaffirredrec/yes

SupplementaFeeding

leathers us/II: nvrrltlun-sensitive....-—~- 7

lesson trim, muduiar. Faster: mrrulyerx

Improved nutritional state of school children (weight an anemia prevalence)

Phase 1 results

Enhanced garden productivity and functionality

Improved knowledge and attitude towards nutrition and gardening through education

hos ‘I rsufliis

Improved year-round availability of diverse vegetables with lesser inputs, easier maintenance of gardens and overall improvement in yield and crop performance (as perceived by implementers)

Phase 1 results

Conservation and mass production of indigenous vegetables through the establishment of 27 school crop museums

hos ‘I rsufliis

Phase 2: Objectives

General Objectives:

To institutionalize and scale up the implementation of a sustainable, holistic, gender-sensitive, and integrated school nutrition model to improve nutritional awareness and status of school-age children in the Philippines.

Phase 2: Objectives

To fine-tune the implementation of an integrated school nutrition model in the Philippines

To test a multi-scalar approach to scale up and sustain the school nutrition model

To use schools as platforms for nutritional and environmental learning and sharing

Research Frameworksoroh Fromwork

inreitiaiee striaai iiiiiir-itiaii mauei

Schaui

aarderi

suppienienia

ry reedirig

-sustained, diverse nu'

reieuarit soiioiii gardens

.inipriiired nutritionai status

.iterirgn'itiiin by oiiiidren, parentsand teatrieis iii the uaiue iii

iiegetairie diuersny in diee

From Modeling

to Scale

~ Fine tuning ofthe

tegrated seneei nutrition

rnedei

~seaie out / scale up sdieoi

based nutrition model

through inuitiseaiar

approach

~use schools as piatiormsier nutrition and

enuireninentai iearningand snaiing

Expected outcerner

' Institut naiized and

sustained integrated schuoi—

based nutrition program

-vwder adoption or bio—

intensive gardening (BIG)

-strengtiiened sanooi

gardening and feeding ks

‘Increased veslment cin

sonaei nutrition programming

‘Enabling pe s supportiueor school nutrition

G

I ‘Q,I

\‘ l��o���o��fM

Q.

~ l��o���o��fMFor children ed 5 & up

STRATEGIESFormal Nutrition

EducationNon-formal Nutrition

Education1. Integration of nutrition and related

themes in the curriculum

2. Use of the Gulayan sa Paaralan as a learning laboratory

3. Nutrition School-Home Connection

1. Nutrition education for parents

2. Nutrition IEC materials

3. School Nutrition Board

Nutrition Education before the Feeding Proper

'"°v-Iv-or-":Z'°e’.5i‘2’.-i‘.?..VI-lgiggiizg rnaIi‘rii': at

.ac ruirig."

"9 "°9‘""'

Vll.glrigomie rig iiidizee

VIII.HI'I'lflV>hI'lIay so

iiiaaaiat. ineinaiizixaof rriatatarnisi

IX. Peneieiiihin any,.,....9 tii-iieiing.

)(.m '

eirtiba..i52Z."i‘eia.~r-ax;

nuwag mar-4.iMlr°

Nutrition Integration in classroom discussion

Establishment of

Nutrition Learning

Resource Centers and

display of posters give

parents and students

access to nutrition and

gardening information

Nutrition Education for parents & the communityFamiliarize them with indigenous vegetables and recipes

“Ibut I(

l��o���o���M V‘t\l\l\V(iI«(

a bio-iniensive approachto small scale household

food produclion

Sustained diverse gardens functioning as nutrition source and learning

Lumpia GulayMisua, Patola at Kulitis

Gulay na Malunggay Gisadong Talinum at Galunggong

Ginataang Sigarilyas at Kalabasa

Utan

Linubihang MunggoEnsaladang Kulitis at Fried Galunggong

Gisadong Munggo at Talinum

Availability of recipes that utilizes indigenous vegetables grown in school gardens is key to linking the 2 programs

Ginisang Togue Tofu Balls with Sweet & Sour Sauce

Tortang Gulay Beans-Tok Lumpia Pork Vegie Soup

Rebosadong Gulay Bean-Squash Patties Corny MalunggayGinulayang Munggo Vegie Tofu

Beef Zesty in Sauce Fried Vegie Tuna Ginataang Tuna Picadillo Malunggay White Bean Stew

Iron-rich recipes

Strategies for scaling upSiroiiegis fr SCCIHEIFDQ up

Up scaling

Institutionalized and

sustained integrated school-

based nutrition program

Wider adoption of bio-

intensive gardening (BIG)

Strengthened school

gardening and feeding links

Increased investment on

school nutrition

programming

Enabling policies

supportive of school nutrition

National level:

Department of Education, relevant national agencies,Th

.

tkey decision makers and

e prlva e

bilateral and multi lateral donor organizationssector

Civil societySub organiza-

national tions

level

At least

400P hi

Local

s°“‘?°‘S‘“ c.‘.‘i‘i‘,.'i‘§.’f’aii1’.{. governmentRegion 4A -

. .units

(critical

mass)

Multi scalar approach to scale up the school nutrition model

• Our goal is to make CALABARZON a lighthouse region (evidence-based) where others will learn from

• To generate data on ways to enhance eficiency and effectiveness of school nutrition program

• How do we ensure that dissemination and scaling out of the model will happen in each division?

Nafionm

Cavfle

izepuniic iir in» Philippurtsnanirruurr or ii.oocIi'rimr

naruii lV~A CALAIAIIIDN

Gate 2, toiaiiriaiaii viiiage, ceiiita ritui

REGIONAL neitoiwtoim

weJgs zinc

To‘ iiiit

I-ia-ti vet, Iritott

suI1EcT IMPLEMEIHAYIDM or m: -mrssiurso SCHOOL uimimoii noon inCALALARION"

must :5, 2016

rne iiiierriatiaiiai institute rat Rural Recnnslrlltllun innit; In eaerainmtiii insuiiaatirin IV-A, education support Services, Nealtrt and Nuultloil Uri!‘

'

Province tias been Iritrndudnfl the invented Aiiomrri an saiooiinriareiia at me eraieei ~iiiipiouing mu aria irairriieri Seurmy iii areInterventions‘. a scaring up pmjed is halve iiriniemeviieu in me -

erieuiueiiess in me inregiaied tiiitriueii Model in deuelnnq in V

sttieai mlldreri tn uuitmtzdti

Schools izlmtidr strategic, targeted nromya rar lflllvflflnfirrimimtiand, indirectly, to their raiiiiiies and mmIVIIIIIlH¢S.T'Il: Pyenv mien '

riinuea iiy mac Hum 20:: re zais ms developed and -in teged on’

qavdllrlrlu using hm intensive oardcnlnu avvroldt, siippiemeiirry_and iniiigerious negetataiia aria iiutiiiaori eduaiteii Ior ctiiieieiurid plarhi

iiesuirs svtmued mat siipiiienieiitary iaerriiig iirriieriiriiiiistiea saieoi vildvq‘and llldiqeilbui vegetables ti-um sdiool qlrdklls slarimariuy intproudriiriariceu ierieuieaue, attitude and prachcfi on omeeiiig aria riulfllnilparents Yb: Irvtrgrlmd rnouei (vulva: under riiimiai siiniuiims iriaueirigKflflklflls or rne iaeiimme-it of sensation. expeoeiiee vlllh the priorDfbgnm iiiiueiseored ttie iiiiiioiuirt iiiie of iimiiaoiiai neaaiuii-ins,

'*

Cl1l1II'MlM(3I1nVI support Ind aonriiy-taiiiuiiia stmteqls.

-rah tn. ......._...o ieoiiianu ..— ....a.....irvllmlllz -....eo.u

.

Establishment of

Lighthouse schools

Action research sites

Serves as learning hub if the

nutrition mode in region 4A

Esiblishmrii oil

lliglhilhous schoofls

Aeiion research sires

Serves ©IS Ileoirriiimg hub iii ihe

imuiriiioim mode in region 4/é\

GarNESupp

• A lighthouse school (LS) is a designated focal point for decentralized and location-specific action research site on integrated school nutrition.

• Every LS will feature a regular school feeding program, a well maintained/sustained bio intensive garden, and related school-based nutrition education activities.

Division of Cavite: 28 Division of Batangas: 2

City Division of Dasmarinas: 5 City Division of Tanauan: 1

City Division of Imus: 3 City Division of Lipa: 1

City Division of Bacoor: 3 City Division of Batangas: 2

City Division of Cavite: 1 Division of Quezon: 2

Division of Laguna: 2 City Division of Lucena: 1

City Division of Sta. Rosa: 1 City Division of Tayabas: 1

City Division of Binan: 1 Division of Rizal: 1

City Division of Calamba: 1 City Division of Antipolo: 1

City Division of San Pablö: 1 TOTAL: 58

Lighthouse Schoo s

in CALAB/\l\ZOI|

1 Upli Elementary School (as) 15 san Roque ES 32 Malipay ES

2 Arnadeo as 17 Noveletz ES 32 Imus Pilot :5

3 iviariano Anzkzv is 13 Baghag 2 [S as Governor Camerino :5

4 carniona as 19 Kalubkob as 34 Tinabunan ES

5 Bailen :5 2o BSSPES as Dasinarinas II cs

5 General Gregorio s. Alufia Sr. Memorial ES 22 Maguyam :5 as Dr. lose it Rizal as

7 Sunnyhrooke ES 22 Pulong aunga cs 37 Langkaan as 52 Lucena East III is

ii sari Gabriel 2 ES 23 Malahag :5 as Malinta ES 53 pitogo cs

9 liidaiig Central School (cs) 24 Carlos Batirio Memorial as 39 Paliparan ES 54 san Antonio cs

10 Alulod ES 25 Isidro cuadra as 40 Sangley Point as 55 North palaie ES

11 Potol Sta. Isabel ES 25 Julugan ES 41 lvialitarri as so Kaysakat ES

12 Medina ES 27 rerriate cs 42 Ayatrlyao as S7Blrl.1riganar\ ts

13 Maragondon ES 23 Lipidario as 43 Pinagtungulzn as 53 wawa as

14 Panungyan as 29 ralaiia cs 44 Lumbang E5

15 wait as so Bacoor cs 45 Tinurik Es

IDRC $3 CRDI

Establishment

of school crop

museums

Decentralized nurseries

for indigenous

vegetables

Esrbflislirrrriiri

or sclrroofl crop

EFLFDUSUITEFDS

Dcecelriiroillizeoil nurseries

iiior indigenous

vegoiioilolles

School Division LS CM School Division LS CM

Division of Cavite 28 Division of Batangas 2 111

City Division of Dasmarinas

5 City Division of Tanauan 1 10

City Division of Imus 3 City Division of Lipa 1 8

City Division of Bacoor 3 City Division of Batangas 1 8

City Division of Cavite 1 Division of Quezon 2 45

Division of Laguna 2 12 City Division of Lucena 1 3

City Division of Sta.Rosa

1 4 City Division of Tayabas 1 3

City Division of Binan 1 2 Division of Rizal 2 10

City Division of Calamba 1 3 City Division of Antipolo 1 3

City Division of San Pablö

1 7 GRAND TOTAL 58 229

Development

and dissemination

of information,

education and

communication

materials

Supplementary FeedingA Component of the Integrated School Nutrition Model

Globally, malrlulrlllnrl Is esiiindted in rnritriiniiain indie

inari one tiiird of all cltlld deatns. altiiaugn iris rarely iisred

asinedirertraine intnenriill,.yiines,ttie7riiariaiiriiialliutiitien suiyoy rclmalx tnar the prnvalcrxc or rlivtfllli

anioristi 2yeai old Lhllflllll Is it use iinderweigntrnildren

aged sin in yezrs iildis 29.0‘/a, siuniin. is 29.9%, and

waiting is 3 its

lack nlaccesslo tniitiii Nutritiaiisiaods IS a common rauseai

niainuirinoii Governmerllarld nan eaueiniiieniaisgeneie

are lrl{reaSlV|KlY Lwlsrderlrli sillihlelrlerltarv reading wllh

med tarnned wiiti iriieieiiuirienis as an iireinaiiueappissen

ioreaiuiriiz niirrenutiierit flzilclrrlcles. ienriyinis rdirinidnlvcnrlsurvledinods lllierlteand seuerages alter: a great

eianeniniity toililliiiiitlie nutnenteaiz hrlwrenarlual lrltake

sndiiie needed Nllrlefll ieiiuiienierii Mrhildrerl in ImproveVhklr ntniitidnai status.

An analysis of Xcllool leedine iiierrraiiis done (or tne World

iidiiii strongly amlonpc tiia ualiie nisrnael ieedlrid as a

oatiiweytoreaen irulneianie and inalnourisnod SKHDDI age

riiildren inestiidyelsosuggesiedtnattneidriis rrieiiiid

lmrnlxlngly be on how school fendlrig pmgums Lari be

drslylsrl aiidiiiialeiienied in a rust eilertiue and Sustainable

day. it iiey message lsthrrlrhelrarrxllmrlInsusralrlable

rlallmral Wulrams depends on niairistreaiiiinstrnoel reading

Inla rralronal DDlILle-5 and oiaiis, eoooaily in edutanonsetrei

Manx

lne iieneliis or diilerad sdtool «eediriz riiddalities need to he

reeareiied betauseil-lereisa -iaei nl engagenieii at

educators on researaliaraiindrtieseissiies iliundy ei al

7ao9l

rite iiiemairiied lands insiippleriiantaiy

rot-ding nas bxomca popular slmkuyta addrtss

iiiiirieiiigaat Inriwell drslgrledvanflomlmd,

platoaa (nrlKrulIcI1,dmAlIl‘{ masked study iiiiining

on lormtrd rise in supizlenientary feeding for

no days, resulo snauoiiiiiaiioirrlied rite

eliertiveiy ieduaed ttie iaieaiaiieniia aindiiir

izhookhildmvr «rain mind ro 33%. Because

iioiiiarnlied nae ran siisiiinraiizlv iearease

Dflrdmlzlulty aneiriia, stallrlg up tire

COIISIAWIDIIOH orironiofllfied iioetea larger

peduiariai. Is on ideal ilralqy ro eeiitrai me

deiiriency

rite oeptd lnIhePh1lIPBIllL'shas a ieeiilariunrn

pragiani tor nit days Inv iuasied fltllrirerl,

oiilayansa Paaralil1Pr05lam,NAItrlIlmr sdiieatidii

lx aria inieienieiiiedriiraugii a llnilied snip

iiesiiiis are anon analysed singly Ivonne tne liiiii is

rim 9-stahllshed and iii. tieneritt not well

apprtxmlnd.

iii 2uia,iiie inteinorienal Irrsnlmcof nuial

We-(rmslrlecllwi, rand and itiiiririori ltesearrn

lnsllnim or the neoairniont ol some and

leoiiialoiry. and ueoanriieiid M tdixatlorl taviie,

iuirn rne Vimdlrlg siinpori viorii linoiiiaiiorial

ueyeidenieni lieseaiati teriire canada, launened

a siiidyra evaluate aninregiatedaapieaen in

selye iiialniiiririen aiiierie srneelrtnidien. lire

ixudy eanipaneiio were gardening iiurririan

edurarion. and siiniileiiientaiyreeding

ioarrresunt

v|]©pmrmii*

nd d‘u’ssmEn©1fi“u’©n

if finf©rm©JfiE©n,

du@fi‘u'©nnd

@©mmunE@©1fl’u’©n

mfirfifls

‘L ‘gfijitzigacju “Gui-°

31 campanenr o/Vriue In;agrut&-d S;hr;aI Nurrifiu;Ma1;eI

up -...«..m...,.m.m.;....... .mun» .....n...... ‘.‘..........‘

..n....,.....,:....u,......m...s

§munxIM(IML‘u-A-n!N:‘vma:._.....

w.m......m....nu.m..... M».

a\I1A*’vlnzuhnMan w.......(...m.m _.

‘......».m...m.»....,...m.m... ,....m

._‘._«.w ».mma.....m»

m..w¢»..n.,...l.........n

In7fl)Y,VhbDntvl!nlAlflM\xuvuV|@4Y

Vhalwwmmwakhad ...mM....m.,....:.mm....«m»...»..m............m.

w....«.m..m.m...,. ............

.....r... ..._..,.m ...m..

.m..,..._..a...~.».....“.,.n.,....... ..

.....m ..,..m.m......... .u.»..‘...a

-ihy _¢I:¢.‘cI:cp nusduqns, Inpforicnt?

Agrobiadiversity Conservation in Schaols:

A Role for Crop Museums

Darth: senllmu, nssuva-v larder-evs and

namwv.-mm (waned Ind mssms4 . drum:

mu Mu-uubrn lvnunnd vlnenu WI m

.-mew mu lhxx ammxv 1-gmssmm-v).Gnu \m1,w:un Mun! .m.y.u.ss xmpannnx

hemaga «mu:

m Phrhppmes was kr-awn Var rm muss

bxkvavdumeawx Naw<«ev,w\mmnd:M<nlInn

Ind mcvnsml rlhannnnn macammuchl

mm; M vduum-s, (Ni nth dmmlv M was,

and .o.. aullnarv henfixe iswdzlnd with vl, V:

:50 um um

w. new vulu: mu m... we us. . v-nElV .r

.s.«.u.wt mum nevzv Ix am: .. Ikawlr 1!

Iumwnm ms Xosxdudelré. .4. {endmul

usss -flversndata Thus AX espatmflva-wdgmWHEN

load was leswslaiw veuuwss and mm M:

nsml. (He wcv, who sptnd mm. min mu llmr

umlrgx an own, -7: xfieded the musr my

um .. ... smsu but kn mnrmoux cmpx. Na

wander malmmman rah: W. mun zmnnl

m.s4.se saw."

/ The ha om some :1 ms. varweltu

um vy our llindpuenrx Ir: mH avulmd

MN mun: am my can «MW sa-nu s.

chaflus,are um, um an uxmxm In

ms Mauve! .».s...n....s..m.s.

mm. Iueafller and (naming dwmiiz

ssmusns We need us alv: cm. befove

mvummw \n:l.W: MI||1l:v:n mm

mm: er mu: mu mdul m the Imwe

mm am am... xununumlv muss

/ Schoornrdevu andbadwardsuu be

used «a [row and sm nun -mssm. luv

Mmleuenerilwns Diverse Irdtnuln

sad so me. mmrv mvcnnv Ind

theulerl, mu numlocn for km Ind

larmlks m nan, \nd!annu£Vq-lame: Vn

mm. sm.s.r...»...wm.

rlulmunus um... miny mtvnduzrd nus

Evidence building

Sample data: Utilization of garden produce

Covered Date

Area, sqm

Types of Crops

Frequenc

y of Harvests

Total Harvest,

kg

% Harvest Used in

SBFP

% Harvest schoolfunded meals

% Harvest Distribute

d to Children

% Harvest SOLD

Julugan ES August to Dec22 200 21 106 101.47 63.61% 22.47% 1.35% 12.57%

Sunny Brooke ES July 7 to Dec7 200 22 105 354.88 38.15% 10.11% 0.34% 51.41%

Tinabunan ES July to Dec27 200 29 227 252.71 23.05% 60.63% 0.99% 15.33%

Carlos BatinoMES

Aug10 to Dec9 200 17 94 132.80 26.36% 49.92% 16.94% 6.78%

Upli ES Jun30 to Nov21 400 25 121 318.65 6.21% 18.52% 5.02% 70.25%

GAMES Jun3 to Dec8 450 22 139 253.72 9.32% 48.31% 12.14% 30.23%

Isidro Cuadra ES Aug to Nov22 200 10 64 48.81 4.94% 95.06% 0.00% 0.00%

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