REPORT ON SCHOOLGARDEN AND HEALTHY LIFESTYLE COMPETITION

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1 REPORT ON SCHOOLGARDEN AND HEALTHY LIFESTYLE COMPETITION BACKGROUND There is growing evidence that food production alone makes little impact on dietary practice. Likewise, nutrition education which focuses only on knowledge seldom transfers to dietary practice. However the combination of nutrition education and vegetable gardening has a proven impact on diet. In other words, Gardening and Nutrition Education is a Winning Combination. With this in mind, but recognizing that it was late in the term and exams were being done, it was decided to celebrate what schools were actually already doing in this area and to reward them in some way. It was noted that there should be emphasis on a school garden food system which encompasses Nutrition: food, health, community, economic development and Agriculture: growing, harvesting, processing, distribution, consumption and disposal of food and food-related items. METHODOLOGY (1) Communication with the 4-H Foundation revealed that primary schools did not have Home Economics rooms, so it was decided to consider secondary schools instead. The assistance of the Ministry of Education was sought in contacting schools to determine their interest. However, this approach did not yield the expected timely results, so the task was undertaken by the SC Consultant Agronomist. Thirty two schools (private and public) were contacted to determine which had both gardens and Home Economics rooms. Of the thirty two, thirteen met the necessary requirements. (2) However, the general response from schools was that they had neglected their gardens because of exams and had harvested the produce as part of the CXC exams. Further more they were involved in graduation and other activities so would not be able to participate. They would however, be interested if given more notice during the next school year. Harrison College had an outstanding greenhouse in production, but since it was learned that the work was done by the gardener rather than by the students, the school was not eligible. St George Secondary and Grantley Adams School both have greenhouses, but were readying themselves for an IICA project during the summer holidays. (3) In spite of this disappointing response, it was decided to go ahead with the project, since the two schools, Lodge and Industry High, which agreed to participate were extremely enthusiastic. Although the process of calling schools was time consuming and did not yield the anticipated result, valuable information was collected which will assist with future competitions. (4) The two schools were visited By Dr Frances Chandler (Consultant Agronomist and Ms. Zonia Phillips (Consultant Nutritionist) on Tuesday June 26 th.

2 RESULTS Industry High School, Heddings, St Philip This is a private school with a very interesting history. It was founded in 1926 by Ms Hilda Skeene, an educator whose sterling contribution to Barbados has been recognized by the naming of a government primary school The Hilda Skeene School in her honour. Ms Skeene died in 1999 at the age of 97. The school was continued by a relative Ms. Sylvia Bushell who retired at age 86 but still helps with remedial teaching from her home. The aim of the school whose principal is Mr Albert Joseph, is providing an inclusive education for those otherwise gifted. The curricula includes, Functional English and Maths, Ethics and Moral Education, Social Studies, Library Recess, Physical Education, Computer Studies, Information Technology, Woodwork, Art and Craft, Home Economics, Clothing and Textiles, Farm and Garden. THE SCHOOL GARDEN The garden was in good condition and was gradually being expanded. The beds were equipped with drip as well as overhead irrigation. Water was supplied through the Rural Development Project. The agricultural teacher Mr Linton, assured us that no highly toxic chemicals were being used. The crops being grown at the time were okra, bean, cucurbits and some spinach. There were also growing boxes and a shade house provided through an earlier UNDP Project in which Ms Phillips had taken part. Recommendations were given for using the boxes to produce herbs and for expanding the production of coconuts as well as beautifying the driveway with ornamentals planted in tyres.

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4 MEAL PREPARATION It was decided that the poster element of the project would be dropped, in view of the lateness in the term and short notice given. Ms Phillips looked at awareness of local foods, innovation and creativity, taste, presentation, variety/diversity use of ingredients from the school garden,sustainability (promotion, increased consumption of home/school/locally grown foods). Two meals were prepared, one was corn meal cou cou with grilled fish (caught by one of the students) creole sauce and vegetables and the other stuffed chicken breast (stuffing made from butternut squash) with rosemary sauce and grilled vegetables.

5 The recipes for the dishes were available and the table was expertly set for two. The presentation as well as the taste of all the dishes was excellent. The use of more vegetables form the garden was recommended, when the new crops come to maturity. Presentations of the history of the school as well as cartons of eggs were made to Dr Chandler and Ms Phillips. The Lodge School, St John SCHOOL GARDEN We were conducted on a tour of the garden by Mr. Nathan Hart who teaches a number of courses including biology, chemistry and agricultural science. The emphasis in this garden ( ¼ acre) was on perennial, rather than short term crops. There was a substantial area planted in plantains and an orchard of Bajan Cherry, Jamaica ackee, mango, guava golden apple, plum and pommerac. There was also a small area of cassava, hot pepper and rounceval peas. We were also shown the rabbitry as well as a small shade house where ornamentals for the beautification of the school grounds were being grown. The use of renewable energy was demonstrated through the use of a solar still to produce the distilled water for the chemistry and biology laboratories.

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7 MEAL PREPARATION

8 The meal demonstrated the variety of ways in which plantain could be used: Plantain lasagna, punch, salad and bread.

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11 All products were sampled and the flavour was very good. Ms Phillips noted that the punch needed to be blended more thoroughly and the bread could have contained a little less sugar. However, overall, the preparation was outstanding. One of the fourth form students who did the meal preparation planned to become an Agronomist and the other a Chef. The Home Economics teacher informed us that the Lodge school is the only School that offers Home Economics to CAPE level. The students also enter on a regular basis in the Junior Duelling Challenge competition in food preparation. The school actively promotes healthy lifestyles through diet and exercise and every month the first formers have a health fair and once a year there is a school wide health fair. Ms St Hill informed us that the Barbados association of Teachers of Home Economics was hosting a Summer Culinary camp from July 18 to August 2 nd. The student who did the CAPE exam this year would be participating as a counsellor. RECOMMENDATIONS It was recommended that the recipes made with indigenous and school garden grown and prepared foods be included in school-based health promotions activities to promote interest, tasting opportunities and increase use of these foods and recipes. Healthy food options and garden outputs can also be used in healthy fundraising events and to strengthen entrepreneurial skills and health awareness. Recipes should also be accessible to food vendors/restaurants to increase diversity in their offerings and within the communities and to raise awareness of student creativity and food and garden innovations with the youth and at schools. CONCLUSION It was extremely encouraging to see the positive steps which were being taken by these schools but it was felt that they should be promoted more so as to communicate to the nation as a whole, the valuable work they are doing.