Free School Meals

According to the Ethiopia Ministry of Education (2015), school feeding initiatives, such as feeding children in food insecure conditions, providing educational resources, and school meals are essential for supporting access to general education. The purpose of this study was to assess the impact of school feeding program on the academic performance and class participation of Grade 8 students in the primary public schools in Gulele sub city, Ethiopia. A quantitative research method with a quasi-experimental design was used in conducting the study. From Grade 8, two hundred students were selected by using purposive sampling technique. From five out of ten Woredas, the sample primary schools with Grade 8 were selected. Standardized Attentions Check List and the roster cards were used to solicit the primary and secondary sources of data. Difference in Difference linear regression and Independent Sample t-test were applied for analyzing academic achievement, attendance and attention data respectively. Result of data analysis indicated the positive effect of school feeding program on academic achievement and attendance of Grade 8 students. The school feeding also has an effect on the students' attention span. Providing for greater financing and more coverage for the school-feeding program at country level is recommended.

Due to the pandemic and the suspension of in-person school classes, there was an interruption in the meals served to approximately 40 million students who benefited from the Brazilian National School Feeding Program (PNAE). This article describes two case studies, comparing the strategies adopted by two municipalities for maintaining school feeding during the Covid-19 pandemic in the northern region of the state of Rio de Janeiro, Brazil, and discuss possible impacts of these strategies on food and nutrition security. These municipalities together cover about 81% of the population in the region. In July 2020, we conducted interviews with PNAE municipal managers, following a qualitative approach. We discuss the results in relation to existing Brazilian guidance on food and nutrition security. The municipalities have developed distinct strategies to overcome operational obstacles and maintain PNAE goals, such as distributing food kits and making cash transfers to students' families. The main determinants of these strategies are financial availability, the relationship between municipal teams and school communities, and the pre-pandemic PNAE logistics and management. Depending on the strategy and duration of the pandemic, the impacts on food and nutrition security can be wideranging, affecting food quality and local farmers who sell products to PNAE. It is necessary to acknowledge that this is not a short-term pandemic and find ways to perform school feeding in accordance with PNAE criteria.

Objective: To explore the effect of the school feeding program purchase criteria on the quantity, variety and origin of food products acquired for school meals in a municipality in Brazil. Method: Analysis of purchase lists for two years prior and two years after implementation of the purchase criteria (2010). The origin (family farms (FF)/other providers (OP)) and nutritional characteristics (recommended/controlled) of food products were studied, registering annual varieties (n) and daily quantities (kg/day); contrast of proportions was applied. Results: The acquisition of recommended products increased, and the quantity of controlled products decreased (p ¼ 0.005). Purchase of legumes and vegetables (p < 0.05) increased and high sugar foods decreased (p ¼ 0.02). The majority of food products in 2010 and 2011 were acquired from OP (64% and 61%), although FF provided the greatest proportion of legumes and vegetables. Ten new varieties of recommended products were incorporated, 9 of which were acquired from FF. Conclusion: The criteria of direct purchase from family farms resulted in an increase in the variety and quantity of healthy foods in the schools in the municipality.

OBJECTIVE: Identify the perception operating agents have on the Brazilian National School Feeding Program METHODS: This is an observational, cross-sectional and quali-quantitative study developed in non-probability and convenience sampling selected in an event promoted by the National Fund for Educational Development in 2015 in Rio de Janeiro. Data were collected through questions related to pre-defined categories concerning the National School Feeding Program. The questionnaire was answered by 43 nutritionists, 41 members of the School Feeding Board, and 16 school feeding administrators from 38 cities of Rio de Janeiro. The narrative analysis was based on benchmarks of cognitive analysis of public policies. The association among variables was investigated with chi-square test, being calculated the power for association testing. RESULTS: The perception of the implementation of the National School Feeding Program has been characterized by some challenges: 1) low number of nutritionis...

ABSTRACT: The National School Feeding Program (in abbreviated Portuguese: PNAE) states that ≥30% of the amount transferred by the National Fund for Education Development (in abbreviated Portuguese: FNDE) to the executing entities should be used to purchase products made from Family Farming (FF). This study aimed to identify the municipal characteristics associated with the compliance of the municipalities of Minas Gerais (MG) to this target in 2017. For this, data on municipal purchases of FF for the PNAE were obtained from the FNDE’s website. Sociodemographic, economic, and agricultural characteristics of the municipalities were associated with compliance to the PNAE’s goal. Approximately half (55.07%) of the municipalities complied with the FF purchase target, wherein carrying out programs or actions to encourage organic agriculture (29.8% vs. 22.6%, p=0.018) were associated with a greater compliance to this target, presenting the official rural union registration (76.4% vs. 68.8%...

The aim of the present work was to identify, summarize and review the main scientific articles, guiding documents, and legal aspects of Nutrition teleconsultation. Methods The study consisted of a narrative review and documental analyses. The narrative review was performed between March and April, 2021, in the PubMed, Scopus and Lilacs databases. The websites of the Federal Council of Nutritionists, the Regional Councils of Nutritionists and the Brazilian Association of Food and Nutrition were browsed for the documental analysis. Results This article presents the main aspects of Nutrition teleconsultation in Brazil and in the world, both technical (practice, request for laboratory exams, prescription of dietary supplements, service disclosure, fees, service platforms and general conditions) and ethical norms (confidentiality and data protection). Some advantages of the Nutrition teleconsultation were also compiled, such as: cost reduction, improved access to services, increased adherence, reduced geographic barriers, increased involvement of patients and their families and improved self-care; limitations included lack of access to the necessary infrastructure, feeling uncomfortable with the technology, concerns about safety or desire to be assisted in person, among others.

How much does it cost? This is a whole school intervention, involving 10 schools and around 4,000 pupils at a cost of around £88,000. The cost per pupil is approximately £22. This estimate includes the cost of delivering the intervention to nine primaries, and one secondary school not involved in the evaluation. Key Conclusions 1. Effective feedback has shown promise in previous studies, but this evaluation demonstrates that improving feedback consistently is challenging. 2. The approach appeared to be most effective when training was communal and when objectives and methods were shared. It was least successful when teachers were unclear about the differences between different types of feedback, and when pupils were unable to set clear success criteria. 3. Teachers often struggled to interpret, understand and apply findings from academic research. 4. The study did not seek to assess impact on attainment in a robust way. However, the attainment data which was collected indicated that there may be some evidence of promise for students eligible for free school meals. 5. One future step may be to try and develop the intervention into a more structured programme targeted specifically at low achieving pupils and pupils eligible for free school meals. Greater support, including videos of model lessons could be provided to participating teachers. According to Hattie, the effectiveness of feedback is determined by the levels at which feedback is directed. There are four levels of feedback. These are:  Task level For example, the teacher may say, 'this is correct' or 'this is incorrect'. It may also include giving directions. For example: 'You need to use more descriptive words.' It is also worth noting that many of the studies in Kluger and DeNisi's meta-analysis were not classroom-based. Presumably these studies were undertaken in a controlled or laboratory condition. How would the results compare in real life classroom situations which normally have about 30 students and other atmospheric distractions, such as noise from outside the classroom, and interruptions from other students? Classes with SEN children can also affect classroom delivery At the heart of Black and Wiliam's programme is the role of the teacher. Teachers need to know how their pupils are doing, and the difficulties they face, in order to tailor their teaching to meet their pupils' needs. This knowledge is then used to modify teaching. Successful FA builds on pupils' self-esteem, focusing on specific problems with their work, with clear explanation on where they have gone wrong and how to correct it. One important feature of successful FA is the ability of pupils to set goaloriented criteria, or what Hattie termed, success criteria. Pupils assess their own progress, identify areas that need improvement and understand strategies required to achieve this. However, Black and Wiliam stressed that for this to work, students need to be trained to assess themselves and understand what they needed to learn. Classroom and homework tasks were structured to include opportunities for pupils to communicate their understanding of their learning objectives. This could be through discussions, observations of activities or though written work. In this way teachers receive feedback about their pupils' learning process. Further small-scale evidence for the impact of using success criteria comes from the work of White and Frederiksen (1998). Their study examined the use of reflective assessment in the teaching and learning of physics for children from Grade 7 to Grade 9. The intervention involved telling students explicitly the criteria that would be used for judging their work. Students then used these criteria to

The concept of sustainability can be defined as a balance that seeks to meet present needs without compromising those of future generations. The concept is based on three dimensions: economic, environmental and social, which also underlie the concept of food and nutrition security. Several authors point out the difficulties of ensuring both food and nutrition security and sustainability, but consider both as potential challenges. The difficulties are related to the current food system and the hegemonic model of economic and production development. Keeping this in view, clarifying the roles and contributions of nutritionists to achieve sustainability by investigating the concepts, valuation, applicability and perceived difficulties on the subject allows to increase the role of these professionals in promoting a future of social, environmental and economic quality. Therefore, the aim of this study is to characterize the professional performance of the nutritionist concerning aspects o...

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Evidence shows that the educational attainments of Children in Need (CIN) and Children in Care (CIC) in England are lower than for other pupils. This represents sizeable numbers of children: the latest figures (March 2019) showed that there were 399,500 Children in Need in England and 78,150 Children in Care. The ‘attainment gap’ in reaching expected standards is approximately 25-30% at Key Stage 1 (aged 7) and KS2 (aged 11), and 25% at KS4 (aged 16). Researchers have often investigated the education of Children in Care; however, Children in Need have received very little attention.

Formal education in Brazil is benefited by the National School Feeding Program (PNAE), which is destined to the agreed farmers for the production and supplies of part of the food consumed by the students of the public education networks. This study sought to analyze the impacts of PNAE on the evaluation of farmers and managers considering the needs for improvements. It is a qualitative research, the instruments of data collection were questionnaires and interviews with the social actors involved in t he program. The results indicate that the farmers evaluated positively PNDE, as it encouraged the production of food, there was an increase in productivity and improvement in family income due to the guaranteed sale of the products; the investments in family agriculture were expanded with the acquisition of machinery and agricultural products generating quality of family life. The factors to be improved were related to the possible increase of the supply and improvement of the price of the products by virtu e of the costs of the production, but recognized that it is in the average of the market and with guaranteed return of income. The other managers extol the importance of the program and the incentives to family agriculture; the nutritional factors and food quality of the students were qualified by a nutritionist.

OBJECTIVE: This study aims to verify the adequacy profile of the cities of the State of Rio Grande do Sul, Brazil, in relation to the purchase of products of family farming by the Programa Nacional de Alimentação Escolar (PNAE-National Program of School Meals). METHODS: This is a quantitative descriptive study, with secondary data analysis (public calls-to-bid). The sample consisted of approximately 10% (n = 52) of the cities in the State, establishing a representation by mesoregion and size of the population. We have assessed the percentage of food purchased from family farming, as well as the type of product, requirements of frequency, delivery points, and presence of prices in 114 notices of public calls-to-bid, in 2013. RESULTS: Of the cities analyzed, 71.2% (n = 37) reached 30% of food purchased from family farming. Most public calls-to-bid demanded both products of plant (90.4%; n = 103) and animal origin (79.8%; n = 91). Regarding the degree of processing, fresh products appeared in 92.1% (n = 105) of the public calls-to-bid. In relation to the delivery of products, centralized (49.1%; n = 56) and weekly deliveries (47.4%; n = 54) were the most described. Only 60% (n = 68) of the public calls-to-bid contained the price of products. CONCLUSIONS: Most of the cities analyzed have fulfilled what is determined by the legislation of the PNAE. We have found in the public calls-to-bid a wide variety of food, both of plant and animal origin, and most of it is fresh. In relation to the delivery of the products, the centralized and weekly options prevailed.

The southern region is the main producer of fruit in the country. Fruits such as araçá, jabuticaba and butiá are part of the local culture. They are better known by older people who tend to remember them with “the flavor of childhood”, today, however, it is very difficult to find them and/or their by-products on the market. Producers prefer to work with fruits of higher commercial value. Constant climate change and the consensus on the future insufficiency of natural resources has made the attempt to conserve biodiversity a global concern, and the identification of species that are at risk of extinction and the factors that threaten them is important for the adoption of strategies of preservation. This study sought to identify, among regional fruits, which were not seen being commercialized. Descriptive, transversal and quantitative research. Based on the results, the majority of respondents were female. Among the participants, adults aged below 40 years predominated, but among men the average age was higher than that of women. Regarding the fruits mentioned in the study that were identified by the population, it was observed that most of them are known by a large part of the population, but the loquat, bitter orange, guabiroba and rio grande cherry, do not have extensive knowledge of the participants. Some of the fruits mentioned in this study were seen being marketed widely by a large part of the participants (over 50%), which perhaps place them in less worrisome categories in the risk classification. This study expanded the look at socio-environmental issues, in order to demonstrate the connection of these themes with the performance of the Nutritionist at SAN and thus contribute to the extension of work in this area.

This article seeks to analyze the public procurement program for school feeding in Distrito Federal, Brazil from the perspective of short food supply chains (SFSCs) and quality construction. Semi-structured interviews were applied to key actors involved in the Program. The results of this research show that, mainly through the regulations around Food and Nutritional Security and in the encouragement of local family farmer markets, the State has acted for a quality shift through public purchases and, mainly by means of norms such as laws, decrees, and normative instructions, induced a quality change in the production and consumption processes. This study contributed to an understanding of how Executing Entities such as states are working to acquire local and quality agricultural products, which benefits local farmers and improves the quality of school meals.

Evidence shows that the educational attainments of Children in Need (CIN) and Children in Care (CIC) in England are lower than for other pupils. This represents sizeable numbers of children: the latest figures (March 2019) showed that there were 399,500 Children in Need in England and 78,150 Children in Care. The ‘attainment gap’ in reaching expected standards is approximately 25-30% at Key Stage 1 (aged 7) and KS2 (aged 11), and 25% at KS4 (aged 16). Researchers have often investigated the education of Children in Care; however, Children in Need have received very little attention.

• 23% of pupils are reported to be taking part in live and recorded lessons online every day. However, pupils from middle class homes are much more likely to do so (30%), compared to working class pupils (16%). At private schools, 51% of primary and 57% of secondary students have accessed online lessons every day, more than twice as likely as their counterparts in state schools.

Objective: To investigate the opinion of family farmers about the supply of organic food to the National School Feeding Program (PNAE) in the state of Paraná, Brazil. Method: The convenience sample consisted of 44 family farmers from nine cooperatives and associations located in eight different mesoregions of the state of Paraná that supplied organic food to the PNAE. An online survey was conducted to evaluate the farmers&#39; opinion on possible changes in the cooperatives&#39; revenue and organization; diversification and production increase; difficulties in commercialization; increase in income, and improvement in food consumption after supplying to the PNAE. Results: According to the farmers’ opinion, there was better organization (100%) and an increase in the cooperatives&#39; revenue and production (86.36%), after supplying to the PNAE. 75% of the farmers diversified their crops and 52.3% reported an increase of up to 25% in their family income. In addition, it was reported a ...

Writing about Values aimed to improve the academic performance of disadvantaged Year 10 and 11 pupils by reminding them of their important values. During English lessons, pupils wrote reflective essays about core values, such as relationships with friends and family, sport or music. These writing exercises aimed to remind pupils of positive aspects of their lives, and were administered by English language teachers at the beginning of the academic year, before mock GCSEs, and just before the actual GCSE exams began. Research suggests that an awareness of negative stereotypes about the academic performance of disadvantaged pupils can cause harmful feelings to these pupils and have a negative impact on academic outcomes. The project is based on the theory of self-affirmation, which suggests that engaging in value affirmation writing activities can give individuals a positive sense of value and negate these harmful feelings, fostering academic learning and improving performance. In this randomised controlled trial, Year 10 and 11 pupils in 29 secondary schools in the South East of England were randomly allocated to either an intervention or a control group. Teachers and pupils were not told which pupils were in each group, or about the theory behind the intervention, because there is evidence that knowledge of the purpose of this type of intervention can reduce its effectiveness. This was achieved by administering the writing exercises in plain individually-named envelopes, and giving the project the generic title of 'Writing about Values'. While all pupils participated in the trial, the target participants were pupils from disadvantaged backgrounds, defined as those eligible for free school meals in the past 6 years. A team from the University of Sussex implemented the intervention, drawing on research evidence from studies in the U.S. An implementation and process evaluation assessed whether the writing exercises were administered with fidelity. The trial began in September 2016 with the final exercise taking place in May 2017. This is the first report, discussing the impact of the intervention on GCSE results for 5,619 Year 11 (age 15-16) pupils who took their GCSEs in May/June 2017. A 2019 report will present the GCSE results for the initial Year 10 cohort. The programme was co-funded by the Department for Education as part of an EEF funding round on Character Education.

Objective Identify and discuss strategies for execution the National School Feeding Program by state administrations during the coronavirus disease pandemic 2019. Methods This is a descriptive cross-sectional investigation. An exploratory review of the official publication of state governments and the Federal District to find out the strategies for the execution of the National School Feeding Program, after school closures due to the Covid-19 pandemic. Information on the form of execution and the public served by the action were reviewed in a descriptive manner. Results Out of the 27 federative units, 55% distributed food kits, 26% supplied food cards/vouchers and 19% provided food kits and food cards/vouchers. As to the scope, 37% maintained general service, 30% attended schoolchildren from families registered in the Brazilian cash transfer program (Bolsa Família) and 26% attended schoolchildren from families registered in the Underprivileged Families Registry. Conclusion The Natio...

School closures during the COVID-19 pandemic have hindered students’ food access, particularly low-income students who rely on schools for their primary daily meals. School food programmes have adapted to pandemic conditions by providing school food at home (SF@H). We conceptually explore the changing geographies of school food during the pandemic by examining adaptations by Brazil’s national school food programme (PNAE) and then comparing it to regular school food provision. Our research is informed by 43 interviews with public officials and civil society representatives from all regions of Brazil, ranging from high-level technocrats to frontline responders engaged with school food. Rapid response through national school food policy allowed schools to provide food at home as a pandemic relief effort by creating novel alternative food geographies that keep schools at the heart of agri-food systems. SF@H provide local family farmers with an alternative commercialisation channel to those compromised because of social distancing measures. SF@H also provided students – and, for the first time, their families – with access to food during home-based learning. While this has been important, we find that even when the state provides SF@H as a pandemic relief measure, low-income families are subject to additional burdens that accentuate the inequalities previously ameliorated at schools.

Appendix 6-Regional Consortia map: school improvement services Wales………………………………………...130 be available to provide support for mental well-being, anti-stigma initiatives and counselling options. Not only will this assist in reducing worries from home and any low aspirations, it may also assist with barriers commonly experienced by students, e.g. pressures of attainment targets. 4. It is recommended that local authorities should employ anti-poverty champions rather than many employees in different departments working on different aspects of poverty as an 'addon' to their existing posts, with no real certainty regarding how to tackle the issue on a strategic level. 5. It is recommended that social services are still needed to cooperate with families in need of support. Funding to tackle poverty should focus on empowering children and young people to value the long-term benefit of education. Coastal secondary school by towns Key stage 4 45 participants Key stage 2 52 participants 2 Rural primary school by towns Key stage 2 20 participants 3

ABSATRCT Objective This study aimed to investigate the main criteria used by nutritionists to plan school menus within the framework of the Brazilian National School Feeding Program. Methods Nutritionists from 21 municipalities in Southern Brazil were interviewed. Municipalities had between 20,000 and 70,000 inhabitants and were located in different mesoregions. Data were collected using an open-ended questionnaire and subjected to content analysis using NVivo® software. Results Sixteen criteria were identified, grouped into four categories: (1) food habits, culture, and acceptance; (2) nutritional characteristics; (3) food availability; and (4) management and execution. Brazilian National School Feeding Program regulations were recurrently cited within all identified categories, which demonstrates the influence of the program on nutritionists’ activities. Conclusion Brazilian National School Feeding Program regulatory guidelines for the development of school menus seem to influence...

Objective: To explore the effect of the school feeding program purchase criteria on the quantity, variety and origin of food products acquired for school meals in a municipality in Brazil. Method: Analysis of purchase lists for two years prior and two years after implementation of the purchase criteria (2010). The origin (family farms (FF)/other providers (OP)) and nutritional characteristics (recommended/controlled) of food products were studied, registering annual varieties (n) and daily quantities (kg/day); contrast of proportions was applied. Results: The acquisition of recommended products increased, and the quantity of controlled products decreased (p ¼ 0.005). Purchase of legumes and vegetables (p < 0.05) increased and high sugar foods decreased (p ¼ 0.02). The majority of food products in 2010 and 2011 were acquired from OP (64% and 61%), although FF provided the greatest proportion of legumes and vegetables. Ten new varieties of recommended products were incorporated, 9 of which were acquired from FF. Conclusion: The criteria of direct purchase from family farms resulted in an increase in the variety and quantity of healthy foods in the schools in the municipality.

Over the last 20 years, the use of administrative data has become central to understanding pupil attainment and school performance. Of most importance has been its use to robustly demonstrate the impact of socioeconomic status (SES) on pupil attainment. Much of this analysis in England and Wales has relied on whether pupils are eligible for free school meals (eFSM). However, very little is known about the validity of this measure as a proxy for SES. Using a recent major birth cohort study, this paper examines the relationship between pupils' eFSM and their more detailed socioeconomic circumstances.

To select in the literature the importance and challenges of food for the development and potential of the individual related to growth, promotion, and health. Method: This is an Integrative Literature Review and 188 articles were selected for analysis. After applying the defined inclusion and exclusion criteria, 15 studies were included in the research. The studies showed that dealing with the subject is essential, allowing children and adolescents access to healthy and quality food, guaranteeing their right to food as provided for in the Statute of Children and Adolescents. Most studies concluded that several schools do not offer adequate food to their users, despite the importance of this practice being evidenced by the works. Therefore, implementing and implementing the guidelines that the National School Feeding Program legislation offers is essential to change this scenario in the school context.

Objective The aim of the present work was to identify, summarize and review the main scientific articles, guiding documents, and legal aspects of Nutrition teleconsultation. Methods The study consisted of a narrative review and documental analyses. The narrative review was performed between March and April, 2021, in the PubMed, Scopus and Lilacs databases. The websites of the Federal Council of Nutritionists, the Regional Councils of Nutritionists and the Brazilian Association of Food and Nutrition were browsed for the documental analysis. Results This article presents the main aspects of Nutrition teleconsultation in Brazil and in the world, both technical (practice, request for laboratory exams, prescription of dietary supplements, service disclosure, fees, service platforms and general conditions) and ethical norms (confidentiality and data protection). Some advantages of the Nutrition teleconsultation were also compiled, such as: cost reduction, improved access to services, incr...

ObjectiveThe present study sought to explore the factors that influence registration for free school meals and the subsequent take-up following registration in England.DesignThe research design consisted of two phases, a qualitative research phase followed by an intervention phase. Findings are presented from the qualitative research phase, which comprised interviews with head teachers, school administrators, parents and focus groups with pupils.SettingThe study took place in four primary schools and four secondary schools in Leeds, UK.SubjectsParticipants included head teachers, school administrators, parents and pupils.ResultsFindings suggested that parents felt the registration process to be relatively straightforward although many secondary schools were not proactive in promoting free school meals. Quality and choice of food were regarded by both pupils and parents as significant in determining school meal choices, with stigma being less of an issue than originally anticipated.C...

INTRODUCAO: Em 2009, foi aprovada a Lei 11.947, a qual disp&#245;e sobre o atendimento da alimenta&#231;&#227;o escolar e consolida a vincula&#231;&#227;o da agricultura familiar com o Programa Nacional de Alimenta&#231;&#227;o Escolar (PNAE), ao estipular que no m&#237;nimo 30% do total dos recursos financeiros repassados pelo Governo Federal aos estados e munic&#237;pios dever&#227;o ser utilizados na aquisi&#231;&#227;o de g&#234;neros aliment&#237;cios diretamente da agricultura familiar. OBJETIVO: Caracterizar a situa&#231;&#227;o dos munic&#237;pios do estado de S&#227;o Paulo com rela&#231;&#227;o &#224; compra de produtos diretamente da agricultura familiar ap&#243;s a aprova&#231;&#227;o da Lei 11.947. METODO: O diagnostico foi realizado nos meses de junho a agosto de 2011 por institui&#231;&#245;es vinculadas &#224; Comiss&#227;o Estadual Intersetorial da Alimenta&#231;&#227;o Escolar (CEIA). Para o levantamento foi utilizado question&#225;rio e realizada entrevista telef&...

Objective To describe and analyze the implementation aspects of the purchase of food from family farms, according to the management of the School Feeding Program and characteristics of municipalities in the state of São Paulo. Methods A cross-sectional descriptive-analytical study, including 25 municipalities from São Paulo that purchased from family farms for school feeding, where 105 schools were drawn, in 2013, to verify: knowledge of the Law No.11,947/2009, disclosure of the purchasing process, guidance on the management of food, kitchen improvements, variety of food purchased and the use ≤30% of the Program’s resources with family farming. Absolute and relative frequencies were analyzed, and Chi-square test and Fisher’s exact test were performed (p&lt;0.05). Results The knowledge of Law No.11,947/2009 predominated in centralized management (p=0.010) and the disclosure of the purchasing process in school/mixed management (p=0.010); all municipalities of school/mixed management u...

ABSTRACT: In Brazil, at least 30% of the total financial resources provided by the federal government for school feeding should be used to buy products from family farming. The present study examines the profile of the purchase of these products in municipalities of the state of Rio Grande do Sul (RS), south Brazil, in 2014. A cross-sectional descriptive study was carried out with information obtained through a questionnaire sent to the municipalities and filled by respondents. Of the 371 participating municipalities, 367 acquired products from family farming, and 86.8% of these municipalities achieved the minimum percentage required. Nutritionists and farmers were the main components involved in the articulation of this process. Difficulties faced by these individuals included the lack of organization of the producers, failure to meet the demand, and lack of interest. More than 80% of the municipalities bought food from the “Vegetables”, “Cereals, Breads, Pasta, and Tubers” and “Fr...

The project The TextNow Transition Programme aimed to improve the reading comprehension skills of pupils at the transition from primary to secondary school by encouraging engagement in, and enjoyment of, reading. The programme was delivered by Unitas, a national charity that helps young people access, participate, and progress in mainstream education and training. Participating students received 20-minute one to one sessions with a volunteer coach each weekday for five weeks at the end of primary school and for a further 10 weeks at the start of secondary school. Children were expected to read independently for a further 20 minutes per day, and were rewarded for attendance with credits that could be used to buy books online. The trial examined the impact of the programme on 501 pupils in 96 schools across England who had been identified as unlikely to achieve Level 4a or above by the end of Key Stage 2. Pupils who were not likely to gain at least Level 2 were not included in the trial. The study was funded by the Education Endowment Foundation as one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Projects funded within this round aimed to identify effective ways to support pupils not achieving Level 4 in English at the end of Key Stage 2. The project was one of four funded with a particular focus on reading for pleasure. Key conclusions 1. The trial has not provided any evidence that the TextNow Transition Programme improved reading comprehension or attitudes towards reading for pleasure over the transition from primary to secondary school. 2. On average, pupils who participated in the programme made slightly less progress than similar pupils who did not. However, this finding was not statistically significant, meaning that it could have occurred by chance. 3. The programme was found to have a differential effect for pupils eligible for free school meals compared to their peers. A small positive (but not significant) effect was found for pupils eligible for free school meals, while a negative (and statistically significant) effect was detected for pupils not eligible for free school meals. It is unclear why this differential effect was found. 4. Higher attendance at the 20-minute daily coaching sessions was found to have a positive impact on reading comprehension. However, this was only found to be statistically significant for attendance at sessions in secondary schools. Attendance of the coaching sessions was not found to have an impact on the secondary outcomes (liking reading and motivation to read). 5. The programme appeared to be more effective when coaches were highly trained, enthusiastic and committed, and when secondary schools worked closely with feeder primaries to coordinate all elements of the programme. How much does it cost? Based on estimates from Unitas, the direct cost that schools would be required to pay for TextNow programme is £112 per pupil. This estimate includes resources (£50 per pupil), salary costs (£46), administration and other (£16). The estimate assumes a minimum cohort size of 10 and that sufficient schools are in the programme to make it viable. In addition, to run the TextNow programme each school must appoint a coordinator to recruit and manage volunteer coaches, manage programme delivery and undertake quality assurance and reporting. The programme also requires volunteer coach time of 20 minutes per pupil per day for 75 days, plus time for initial training, preparation for coaching sessions and keeping records. This estimate does not include estimates of the cost of coordinators , coaches and other resources in kind. The young people in the study also have access to online activities on MyChoice! The evaluation team are not aware of any existing research on the benefits of supporting reading in this way, although it is increasingly common in online book circles and web-based resources such as those provided by Booktrust in the UK. Furthermore, the TextNow programme provides credits to buy books and this dimension of the work clearly relates to the notion that book ownership is beneficial (Clark & Poulton, 2011). However, the direction of causality is ambiguousreading enjoyment might well result in a This would map onto the Education Endowment Foundation system as an effectiveness trial. 1 The rationale for the present evaluation is to test rigorously whether the adapted TextNow Transition Programme has a measurable effect on students' reading skills and comprehension, as well as on a small number of other secondary outcomes. The project was funded as part of a £10 million grant awarded by the Department for Education to the EEF for projects dedicated to literacy catch-up for pupils at the primary-secondary transition who do not achieve Level 4 in English by the end of Key Stage 2. 1 Further information regarding EEF trial types may be found here:

Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in oth...

Improving Learning Outcomes: government statistics indicate that being looked after has a negative impact on school attendance, exclusions, attainment and positive destinations; looked after children face many barriers to learning; support within school is coordinated by the Designated Manager.

This paper discusses indicators relating to Domain 4 ('Cultural Resources') and Domain 7 ('Cultural Participation') of the revised Bristol Social Exclusion Matrix (Levitas, et al., October 2010) for use in the 2011 Poverty and Social Exclusion survey. In the BSEM, education is treated as a resource as well as an aspect of cultural participation. Questions in the PSE therefore need to cover both the educational resources (human capital) of the adults in the survey, i.e. their education background, and the educational resources currently received by children. 'Internet literacy' has become increasingly relevant for educational attainment, as well as for a range of other areas including access to services, employment and as a basis for social networks. This paper therefore identifies a number of potential questions about use of and access to the internet, based on the OXIS and ONS omnibus. Furthermore, the PSE 2011 survey needs to better capture educational advantages associated with higher income levels, in order to capture living standards across the socioeconomic spectrum. Such advantages include private tutors and private education. In addition, there is a need for a question that captures adult's ability to communicate in English, as it is likely to affect areas such as children's performance at school, access to public services, social networks and access to employment.

Education leaders and political leaders worldwide are increasingly placing greater emphasis on developing scientific literacy in response to OECD’s PISA testing. This is also the case in Wales where the results of the 2009 and 2012 scientific literacy tests were significantly lower than the rest of the United Kingdom. This thesis considers interpretations of the term scientific literacy in Wales, including confusion over what the term actually means and an exploration of the potential of renaming it ‘scientific competency’ in order to minimise issues regarding current definition. An alternative definition is considered, in addition to an exploration of the current methods of measuring and improving it within the country. A post-positivist approach was adopted in the research. Data were collected through questionnaires, semi-structured interviews and a case study. The analysis of data revealed that Welsh science teachers often had inadequate skills and understanding regarding scienti...

Research has shown that local food poverty reduction programmes have reached only a fraction of potential recipients and uncovered several reasons why those in need find access difficult. Here, through the example of a school-holiday meals provision, we examine the providers and what impairs their effectiveness to react to the problems of food-deprived children. The factors that emerged from interviews are as follows: an inappropriate perception of food poverty as a problem, the consequent inaccurate evaluation of need, and the consideration of parents' 'deservingness'. More state action is required to eliminate these problems and ensure the equal access to provision.

Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in oth...

School feeding programs are present in different countries. These programs promote healthy food by purchasing food directly from local food producers, based on familiar agriculture. This paper studied a food supply chain of the school feeding in Mogi das Cruzes city, one of the most important food producer cities in Brazil. The local producers supply food for schools through the National School Food Program (PNAE). Data were availabled by the secretaria da agricultura. Using the locations of the schools and food producers, a spatial analysis of the supply network was conducted in a geographic information system. At last it was possible to conclude that a new distribution point can bring relevant improvements to the logistics operation.

The project The TextNow Transition Programme aimed to improve the reading comprehension skills of pupils at the transition from primary to secondary school by encouraging engagement in, and enjoyment of, reading. The programme was delivered by Unitas, a national charity that helps young people access, participate, and progress in mainstream education and training. Participating students received 20-minute one to one sessions with a volunteer coach each weekday for five weeks at the end of primary school and for a further 10 weeks at the start of secondary school. Children were expected to read independently for a further 20 minutes per day, and were rewarded for attendance with credits that could be used to buy books online. The trial examined the impact of the programme on 501 pupils in 96 schools across England who had been identified as unlikely to achieve Level 4a or above by the end of Key Stage 2. Pupils who were not likely to gain at least Level 2 were not included in the trial. The study was funded by the Education Endowment Foundation as one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Projects funded within this round aimed to identify effective ways to support pupils not achieving Level 4 in English at the end of Key Stage 2. The project was one of four funded with a particular focus on reading for pleasure. Key conclusions 1. The trial has not provided any evidence that the TextNow Transition Programme improved reading comprehension or attitudes towards reading for pleasure over the transition from primary to secondary school. 2. On average, pupils who participated in the programme made slightly less progress than similar pupils who did not. However, this finding was not statistically significant, meaning that it could have occurred by chance. 3. The programme was found to have a differential effect for pupils eligible for free school meals compared to their peers. A small positive (but not significant) effect was found for pupils eligible for free school meals, while a negative (and statistically significant) effect was detected for pupils not eligible for free school meals. It is unclear why this differential effect was found. 4. Higher attendance at the 20-minute daily coaching sessions was found to have a positive impact on reading comprehension. However, this was only found to be statistically significant for attendance at sessions in secondary schools. Attendance of the coaching sessions was not found to have an impact on the secondary outcomes (liking reading and motivation to read). 5. The programme appeared to be more effective when coaches were highly trained, enthusiastic and committed, and when secondary schools worked closely with feeder primaries to coordinate all elements of the programme. How much does it cost? Based on estimates from Unitas, the direct cost that schools would be required to pay for TextNow programme is £112 per pupil. This estimate includes resources (£50 per pupil), salary costs (£46), administration and other (£16). The estimate assumes a minimum cohort size of 10 and that sufficient schools are in the programme to make it viable. In addition, to run the TextNow programme each school must appoint a coordinator to recruit and manage volunteer coaches, manage programme delivery and undertake quality assurance and reporting. The programme also requires volunteer coach time of 20 minutes per pupil per day for 75 days, plus time for initial training, preparation for coaching sessions and keeping records. This estimate does not include estimates of the cost of coordinators , coaches and other resources in kind. The young people in the study also have access to online activities on MyChoice! The evaluation team are not aware of any existing research on the benefits of supporting reading in this way, although it is increasingly common in online book circles and web-based resources such as those provided by Booktrust in the UK. Furthermore, the TextNow programme provides credits to buy books and this dimension of the work clearly relates to the notion that book ownership is beneficial (Clark & Poulton, 2011). However, the direction of causality is ambiguousreading enjoyment might well result in a This would map onto the Education Endowment Foundation system as an effectiveness trial. 1 The rationale for the present evaluation is to test rigorously whether the adapted TextNow Transition Programme has a measurable effect on students' reading skills and comprehension, as well as on a small number of other secondary outcomes. The project was funded as part of a £10 million grant awarded by the Department for Education to the EEF for projects dedicated to literacy catch-up for pupils at the primary-secondary transition who do not achieve Level 4 in English by the end of Key Stage 2. 1 Further information regarding EEF trial types may be found here:

Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in oth...

The objective of this study was to evaluate the nutritional composition and describe the acceptability of regional culinary dishes served to students from public schools of rural and urban areas. Methods Ten Brazilian regional dishes were evaluated for acceptability and nutritional composition. The survey was conducted in schools located in rural and urban areas of two cities in the state of São Paulo. Dish acceptability was evaluated using leftover analysis and a 5-point facial hedonic scale. The adherence index was calculated and used as an indirect measure of acceptance, and the nutritional composition was calculated based on the technical files of each dish. Results A total of 2,384 students from 20 schools participated in the study and 1,174 tasted and evaluated the dishes. The test using the 5-point facial hedonic scale demonstrated that five dishes (Caldo verde soup, persimmon

Objective: the objective of this study was to evaluate the nutritional composition and describe the acceptability of regional culinary dishes served to students from public schools of rural and urban areas. Methods: Ten Brazilian regional dishes were evaluated for acceptability and nutritional composition. the survey was conducted in schools located in rural and urban areas of two cities in the state of São Paulo. Dish acceptability was evaluated using leftover analysis and a 5-point facial hedonic scale. the adherence index was calculated and used as an indirect measure of acceptance, and the nutritional composition was calculated based on the technical files of each dish. Results: A total of 2,384 students from 20 schools participated in the study and 1,174 tasted and evaluated the dishes. the test using the 5-point facial hedonic scale demonstrated that five dishes (Caldo verde soup, persimmon jelly, chicken with okra, puréed cornmeal with spinach, and arugula pizza) had an accep...

The objective of this study was to evaluate the nutritional composition and describe the acceptability of regional culinary dishes served to students from public schools of rural and urban areas. Methods Ten Brazilian regional dishes were evaluated for acceptability and nutritional composition. The survey was conducted in schools located in rural and urban areas of two cities in the state of São Paulo. Dish acceptability was evaluated using leftover analysis and a 5-point facial hedonic scale. The adherence index was calculated and used as an indirect measure of acceptance, and the nutritional composition was calculated based on the technical files of each dish. Results A total of 2,384 students from 20 schools participated in the study and 1,174 tasted and evaluated the dishes. The test using the 5-point facial hedonic scale demonstrated that five dishes (Caldo verde soup, persimmon

The Poverty and Social Exclusion in the UK Project is funded by the Economic, Science and Research Council (ESRC). The Project is a collaboration between the University of Bristol, University of Glasgow, Heriot Watt University, Open University, Queen&#x27;s University (Belfast), University of York, the National Centre for Social Research and the Northern Ireland Statistics and Research Agency. The project commenced in April 2010 and will run for three-and-a-half years. ... The primary purpose is to advance the &#x27;state of the art&#x27; of the theory and practice of poverty ...

The concept of sustainability can be defined as a balance that seeks to meet present needs without compromising those of future generations. The concept is based on three dimensions: economic, environmental and social, which also underlie the concept of food and nutrition security. Several authors point out the difficulties of ensuring both food and nutrition security and sustainability, but consider both as potential challenges. The difficulties are related to the current food system and the hegemonic model of economic and production development. Keeping this in view, clarifying the roles and contributions of nutritionists to achieve sustainability by investigating the concepts, valuation, applicability and perceived difficulties on the subject allows to increase the role of these professionals in promoting a future of social, environmental and economic quality. Therefore, the aim of this study is to characterize the professional performance of the nutritionist concerning aspects of the food system and sustainability. This is a descriptive and cross-sectional study, using quantitative approach, and was conducted from March 2011 to June 2012, when 192 nutritionists throughout Brazil responded to the online questionnaire. The results indicate that the professional service of nutritionists focused on sustainability, although considered important, is poorly developed, indicating the need for changes in training and professional expertise, so that they can play a key role in achieving sustainability.

ABSTRACT: In Brazil, at least 30% of the total financial resources provided by the federal government for school feeding should be used to buy products from family farming. The present study examines the profile of the purchase of these products in municipalities of the state of Rio Grande do Sul (RS), south Brazil, in 2014. A cross-sectional descriptive study was carried out with information obtained through a questionnaire sent to the municipalities and filled by respondents. Of the 371 participating municipalities, 367 acquired products from family farming, and 86.8% of these municipalities achieved the minimum percentage required. Nutritionists and farmers were the main components involved in the articulation of this process. Difficulties faced by these individuals included the lack of organization of the producers, failure to meet the demand, and lack of interest. More than 80% of the municipalities bought food from the “Vegetables”, “Cereals, Breads, Pasta, and Tubers” and “Fr...

Objective: To assess dietician’s numerical parameters for school feeding and discuss limitations and possibilities for professional practice in the municipalities of Vale do Ivaí, in Northern Paraná, Brazil. Methods: This is a multiple case study. A semi-structured interview was administered to dietitians working at the School Feeding Program in nine cities located in Vale do Ivaí, Paraná, Brazil. Resolution nº 465/2010, from the Brazilian Federal Board of Dietitians, was used to calculate the adequacy of working hours of dietitians. The legistation of the Brazilian School Feeding Program was applied to discuss professional practice. Results: All the cities had at least one dietitian responsible for the School Feeding Program. The percentage of adequate working hours was from 20 to 66%. Some dietitians were involved in management activities, administration, procurement, and accounting, in addition to dietitian assignments for the School Feeding Program. Most dietitians worked in oth...