Suchergebnisse

In September 2005 the Government received recommendations fromthe School Meals Review Panel (SMRP) on school lunches and on a number of wider issues concerning food in schools. In response to that report Turning the Tables the newly-established School Food Trust (SFT) was commissioned to advise Ministers on standards for food in school other than lunch.The DfES consulted widely on the recommendations of the SMRP andon a more limited basis on the advice of the SFT. Reports on the responses to each of those consultations are available at: www.dfes.gov.uk/consultations/conresults.cfm?consultationId=1319Having considered responses to those consultations and taken intoaccount the many representations the Department has received on theseissues from a range of stakeholders, the Secretary of State for Education and Skills has arrived at final decisions on the standards. These standards will apply to school lunches and other food provided in all local authority maintained schools in England.

This is the second report by Ofsted on the progress that schools are making in encouraging healthy eating and in meeting the Government's food-based and nutrient-based standards.

"How did our children end up eating nachos, pizza, and Tater Tots for lunch? Taking us on an eye-opening journey into the nation's school kitchens, this superbly researched book is the first to provide a comprehensive assessment of school food in the United States. Janet Poppendieck explores the deep politics of food provision from multiple perspectives--history, policy, nutrition, environmental sustainability, taste, and more. How did we get into the absurd situation in which nutritionally regulated meals compete with fast food items and snack foods loaded with sugar, salt, and fat? What is the nutritional profile of the federal meals? How well are they reaching students who need them? Opening a window onto our culture as a whole, Poppendieck reveals the forces--the financial troubles of schools, the commercialization of childhood, the reliance on market models--that are determining how lunch is served. She concludes with a sweeping vision for change: fresh, healthy food for all children as a regular part of their school day."--The publisher.

School food provision is an important lever to shape the eating behaviours and dietary intake of school-aged children and young people, and may help to address issues of children with obesity, inadequate nutrient intakes and the widening gap of health inequalities. The regulation of school meals has been an issue since 1940, with the challenges of developing a school food policy that supports health and wellbeing and can be effectively translated in practice remaining to the present day. This paper examines changes in school food policy with regards to school food provision in England since the 1940s, in relation to the political structure and decisions made by each respective government. It considers the lessons learned from the development of school food provision regulations over this period and possible ways to improve the standards of school food in the future.

This Guide was developed through extensive consultation with schools, community groups, health professionals and suppliers who are currently involved in providing food in school. Research was also conducted on approaches in Northern Ireland and in other countries. Finally, we consulted with Government and social partner stakeholders at national level to get their views as to the main issues to be addressed.

Chapter 1: In School Food, the Political is Personal -- Chapter 2: The Whys and Hows of School Food in America -- Chapter 3: Conservative Resistance to Progressive Incrementalism: The Political Terrain of School Food in America -- Snack 3: The Pancake That Never Spoils -- Chapter 4: Conservative Talk: The Techniques for Dismantling Faith in School Food -- Chapter 5: A Canary in the Mine: School Food Reform in England -- Chapter 6: Rethinking School Food: Innovative Programs and a Progressive Vision.

This article is based on a study of young Norwegians' school food habits. The article describes what and how young people eat during the school day. Furthermore, we look at the beliefs and values that influence young people's food choices and practices. Considering the attention given to young people's food habits in the Norwegian public debate, there are surprisingly few studies that have mapped the socio-cultural aspects of young people's food culture. This sociological study explores how young people negotiate and interpret food-cultural structures and relations, including the way in which young people's food-cultural identity is influenced by variables such as gender, ethnicity, place of living and social class. The purpose is to provide some new perspectives on young people's relationship to food. More knowledge about these aspects will be important, both in the provision of suitable school food services and in the development of strategies for preventive health work among young people.

Master i samfunnsernæring ; Background: The organization of school meals is of importance for adolescent dietary health and psychosocial learning environment, for the sustainable development of food systems and for reducing social inequities. In Norway, there is no mandatory provision of food in schools at the state level. However, local programs are common, differing in content and organization. As debates concerning a potential mandatory implementation reoccur regularly on the political agenda, knowing more about the experiences of schools could provide valuable information for policymakers. Objectives: This thesis has been part of the Norwegian Institute of Public Health project "Development of a national model for school meals". The purpose has been to explore the experiences of staff involved in organizing school food programs in Norwegian lower secondary schools in a systematic way. Design: Basic qualitative method. Personal interviews with strategically chosen key informants (n=14). A semi-structured interview guide was the main instrument and thematic analysis was applied for analysis. Results: Some key elements are emphasized by informants as essential for successfully organizing programs, such as enough resources, physical facilities, adapting to the local context, the right staff, student involvement, and student acceptance. Nutrition and sustainability strategies applied by informants have also been identified. Commonly perceived benefits of programs were positive impacts on the psychosocial learning environment and social inequity. Environmental sustainability and long-term health were less in focus. Conclusions: Providing school meals is highly dependent on local context and available resources. Plans for the implementation of a state-wide school food program ought to consider these local variations. Greater alignment of the program's content would be beneficial, in order to provide an adequate meal that is both nutritious and sustainable and responds to the students' social, cultural, and religious needs. ; publishedVersion