Journal of human nutrition and dietetics : the official journal of the British Dietetic Association · 2026
Strengthening School-Based Food and Nutrition Education in Ghana: Gaps, Opportunities, and a Roadmap for Action.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Aballo Jevaise, Ofosu-Apea Porbilla, Adu-Asare Catherine, Timpo Olivia Adzoa Mawunyo, Abdulai Hikmatu, Sanchez Cristina Alvarez, Vargas Melissa, Imohe Annette, Obbu Cynthia, Ampah Gifty, Asante Josephine, Abdulai Mutala, Quartey Veronica, Mensah Theresa Oppong, Banafo Patrick, Amoore Bright Yammaha, Mogre Victor
Аннотация
BACKGROUND: Malnutrition among school-age children and adolescents in Ghana is driven by poor diet quality and weakly regulated school food environments (SFEs). School-based Food and Nutrition Education (SFNE) is a key strategy, but its effectiveness depends on coordinated capacity across sectors. This study assessed the enabling factors, and priority actions for institutionalising SFNE.
METHODS: The FAO SFNE capacity needs assessment tool was used, with a multi-phase qualitative study design. Document review and stakeholder mapping were conducted, followed by a two-day consultative workshop. Capacities were assessed across system levels and prioritised through ranking.
RESULTS: Ghana has supportive SNFE policies; however, implementation is fragmented, lacks unified legal framework, and constrained by inadequate data. Integration into curricula, teacher training, and SFEs is weak, with reliance on short-term funding. Priority actions included strengthening coordination, developing standards; improving data systems, aligning curricula, enhancing SFEs, and sustainable financing.
IMPLICATION FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Institutionalising SFNE will ensure learners receive high-quality equitable nutrition education and access to supportive school food environment.
CONCLUSION: Ghana is well-positioned to institutionalise SFNE and may serve as a model for low- and middle-income countries.
METHODS: The FAO SFNE capacity needs assessment tool was used, with a multi-phase qualitative study design. Document review and stakeholder mapping were conducted, followed by a two-day consultative workshop. Capacities were assessed across system levels and prioritised through ranking.
RESULTS: Ghana has supportive SNFE policies; however, implementation is fragmented, lacks unified legal framework, and constrained by inadequate data. Integration into curricula, teacher training, and SFEs is weak, with reliance on short-term funding. Priority actions included strengthening coordination, developing standards; improving data systems, aligning curricula, enhancing SFEs, and sustainable financing.
IMPLICATION FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Institutionalising SFNE will ensure learners receive high-quality equitable nutrition education and access to supportive school food environment.
CONCLUSION: Ghana is well-positioned to institutionalise SFNE and may serve as a model for low- and middle-income countries.