The integration of school garden activities, the classroom and the feeding scheme : a case study of two primary schools in Tigray, North Ethiopia
Author(s)Blom , Sofie Clara
Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
KeywordsSustainable education -- Ethiopia
School gardens -- Ethiopia
Food education -- Ethiopia
Schools -- Health promotion services -- Ethiopia
School children -- Food -- Ethiopia
School children --Nutrition -- Requirements -- Ethiopia
Dissertations -- Public management and planning
Theses -- Public management and planning
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AbstractThesis (MPhil) Stellenbosch University, 2014
ENGLISH ABSTRACT: In an increasingly complex world where food security remains a challenge in many
areas and especially Africa; it is essential to educate children about food – from
production to consumption; and to ensure they eat enough as this is a crucial factor for
concentration and learning abilities. How can we teach children about food in a
This study focuses on schools in Tigray, Northern Ethiopia, which have a school
feeding programme, school garden and nutrition curriculum. The question studied is:
To what extent do two primary schools in central- and east Tigray (North Ethiopia)
integrate the feeding scheme, school garden and nutrition curriculum?
The methodology chosen is a case study and the empirical data was collected through
interviews, surveys and observations. Principals of 14 schools were interviewed about
the school gardens, curricula and school gardens. Two schools were then selected for
a further in-depth research.
The school gardens, mostly initiated by the staff, serve the purpose of creating income
for the school and teaching students the skills of gardening. The curriculum is
standard for Tigray and focuses on different food types and creating a balanced diet.
The school food in most schools is provided by the World Food Programme (WFP),
but some exceptions exist.
This research shows that integration between the three objectives will be beneficial.
Obstacles include getting the staff ‘on board’ as a priority and controlling the
unification of the three, for example schools feel that they have less ownership over
the feeding scheme because it is organised by an external NGO.
This study suggests stakeholders view school gardens, nutrition education and school
feeding schemes under one umbrella for the ultimate benefit of creating a sustainable
model to teach about food. The case study provides an insight to the specific
challenges in Tigray, Ethiopia but important conclusions can also be generalised.
AFRIKAANSE OPSOMMING: In ’n toenemend komplekse wêreld waar voedsel sekuriteit in baie gebiede, veral in
Afrika ’n uitdaging bly, is dit baie belangrik om kinders oor voedsel op te voed -
vanaf produksie tot by die verbruik daarvan, en ook om seker te maak dat hulle
genoeg eet, wat baie belangrik is vir konsentrasie en die vermoë om te leer. Hoe kan
ons kinders op ’n volhoubare manier leer oor voeding?
Hierdie studie fokus op twee skole in Tigray, in Ethiopië wat skoolvoedingskemas,
skooltuine en voedingkurrikula het. Die vraag wat gevra is, is: Tot watter mate
integreer hierdie twee skole in Tigray die voedingskemas, die skooltuine en die
Die gekose metodologie is ’n gevallestudie. Empiriese data is ook deur middel van
onderhoude, oorsigte en observasies versamel. Onderhoude oor skooltuine,
voedingskemas en die kurrikula is gevoer met die skoolhoofde van 14 skole. Twee
skole is toe gekies vir in-diepte navorsing.
Die skooltuine bring geld in vir die skool en word ook gebruik om vir die leerling
tuinmaakvaardighede aan te leer. Die kurrikulum is standaard vir die hele Tigray en
word deur die Wêreld Voedsel Program verskaf. Daar is egter ’n paar uitsonderings.
In hierdie navorsing is daar bewys dat die integrasie van die skooltuin, die
voedingskema en die kurrikula, goeie gevolge kan hê. Dit is egter belangrik dat die
skool personeel moet saamwerk en dat die vereniging van die drie beheer moet word.
Skole voel bv. Tans dat hulle nie eienaarskap oor die voedingskema het nie, want dit
word deur eksterne NROs beheer.
Hierdie navorser stel voor dat die skooltuine, skoolvoedingskema en die
voedingkurrikulum onder een sambreel beskou moet word met die doel om ’n
volhoudbare model vir die onderrig van voeding te skep. Die gevallestudie verskaf
insig in die spesifieke uitdagings in Tigray, Ethiopië, maar belangrike slotsomme kan
ook veralgemeen word.
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