A Community-Led Central Kitchen Model for School Feeding Programs in the Philippines: Learnings for Multisectoral Action for Health

Van, Vanessa T. Siy; Siguin, Carmina P.; Lacsina, Andrew C.; Yao, Lean Franzl; Sales, Zarah G.; Gordoncillo, Normahitta P.; Advincula-Lopez, Leslie; Sescon, Joselito T.; Miro, Eden Delight

doi:10.9745/ghsp-d-21-00391

Cited by 4 publications

(2 citation statements)

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“…Four proximal factors that contribute to the crisis have been identified: unskilled and unmotivated teachers; unprepared learners; school inputs that are ineffective in promoting teaching and learning; and school management that is ineffective in promoting teaching and learning ( World Bank, 2018 ). Due to the diversity of circumstances that underlie these barriers, they cannot be overcome without attitudinal and large-scale structural changes that cannot be achieved quickly and require concerted effort from multiple stakeholders ( Ganimian and Murnane, 2016 ; Mahuro and Hungi, 2016 ; Islam, 2017 ; Tindyebwa Muhangi, 2019 ; Randolph, 2022 ; Siy Van et al, 2022 ). The level of community organization at which stakeholders participate differs across countries ( Barr et al, 2012 ; Baquedano-López et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

“…There is relatively little research on the many other ways in which communities support children’s schooling in LMICs ( Humble and Dixon, 2017 ; Iyengar, 2021 ; Siy Van et al, 2022 ). Diverse initiatives that involve members of the wider community in supporting students and schools have been implemented in many countries in Africa, South America and Asia ( Israel et al, 2001 ; Hohlfeld et al, 2010 ; Parkes et al, 2016 ; Spier et al, 2016 ; Itegi et al, 2021 ; Salac and Florida, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Children’s lived experience and perceptions of community members’ influence on their schooling: a study in Uganda

Balikoowa,

Ojiambo,

Emuron

et al. 2023

Front. Psychol.

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IntroductionGlobal and national initiatives have successfully increased access to public education in low- and middle-income countries. However, many students in rural regions in these countries have high rates of absenteeism and drop-out, and low levels of academic engagement. Together, these significantly limit children’s academic performance and achievement. One strategy that addresses these barriers seeks to engage members of the wider local community in schools. Most previous research focuses on adults’ perspectives even though the potential benefit of community engagement is greatest when learners perceive it to be positive. Past research has also focused on community members structured engagement in activities within schools. This research provides a wider exploration of children’s lived experience and perceptions concerning community members’ influence on their schooling and learning. The aim was to gain a rich picture of how primary school students in rural Uganda perceive that community members’ behavior helps or hinders their education.MethodsQualitative data from students 10 to 13 years of age were collected through individual interviews that used the draw-and-talk technique (n = 20) and four focus group discussions.ResultsSeven broad categories of community members’ actions were perceived to be positive (conflict resolution; supporting students’ physical well-being; encouraging learning and positive behavior; reducing truancy; providing food and financial support; collective community work; and political representation). Four categories of community members’ actions were perceived to have a negative influence (creating barriers to attending school; noise and other distractions; insecurity; and theft and vandalism).DiscussionWe conclude that carefully structured community involvement in schooling may improve the emotional and material support that facilitates students’ continued school attendance and their motivation for learning. However, we also identify some limits on the role that local communities may be able to play in overcoming the challenges facing education in low- and middle-income countries.

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