Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors

Abstract

Objectives:The South African food-based dietary guidelines (FBDG) were developed and implemented to promote healthy lifestyles in the population along with preventing non-communicable diseases and other forms of diet-related illness. The FBDG were recommended for implementation within the national school curriculum. The objective of this study was to explore perceived challenges to successful implementation of these guidelines in the primary school curriculum. Design: This qualitative study gathered data via semi-structured individual interviews. Data were transcribed and analysed with ATLAS.ti software, using a thematic approach. Setting: Public primary schools located in three education districts in the Western Cape, South Africa. Subjects: Principals at twelve schools from communities with different socioeconomic statuses, and five curriculum advisors of relevant subjects from provincial and district levels. Outcomes measures: Perceived barriers to implementing FBDG in the primary school curriculum. Results: A lack of knowledge and/or expertise related to the FBDG by educators, time constraints within the teaching programme and lifestyle related factors of educators, parents and learners emerged as the three main challenge themes from the interviews. A lack of resources was identified as an additional theme. Conclusions:The principals and curriculum advisors anticipated many barriers to the success of implementing nutrition education using the FBDG in the primary school curriculum. Adequately addressing such barriers through improved awareness and knowledge of the FBDG by school staff could improve the potential of using the FBDG as a nutrition education tool in primary schools in South Africa.

Dissemination and implementation of a policy on school health in public schools: A systematic review

“…However, there should be different periods allocated for training and development programmes to be conducted for new and old employees. For instance, these findings revealed the need to develop the potentials of new employees by way of pre-service training before taking up the job to enable them acquire the required skills on the one hand, and on the other hand, continuous professional development trainings should be conducted for older staff to improve their competencies periodically through the use of appropriate local resources (Hager et al 2016 :746; Nguyen et al 2017 :18; Pagnotta et al 2016 :297; Reilly et al 2017 :218; Weatherson et al 2017 :835). Thus, if sustainable knowledge on school health policies and awareness creation programmes are designed and adopted, the potentials of different role-players would be developed, and they will be empowered for the effective dissemination and implementation of a policy on school health.…”

“…Studies have revealed that information on the dissemination and implementation of a policy on school health should be shared openly and effectively amongst stakeholders without citing any specific evidence (Larsen et al 2017 :40; Larson et al 2017 :208; Montague et al 2014 :3; Tapia et al 2017 :528; Weatherson et al 2017 :835). Other studies have considered feedback, telephone calls, consultations, dialogue and referral as evidences (Leow et al 2014 :108; Nguyen et al 2017 :18; Vanneste et al 2016 :6; Weatherson et al 2017 :83). For instance, dialogue, as a means of sharing information to promote active participation of stakeholders was mentioned by Vanneste et al ( 2016 :6).…”

“…Out of these studies, two of the studies focussed on regular teaching and training of key role-players as evidence (Reilly et al 2017 :218; Yoong et al 2016 :126). Other studies revealed that the development of key role-players should be best done through creation of awareness, knowledge and recruitment of the workforce (Larson et al 2017b:208; Nguyen et al 2017 :18; Reilly et al 2017 :218; Tapia et al 2017 :530). Another study by Wolfenden et al ( 2017 :6) revealed a form of motivation to stimulate interest key role-players as another evidence.…”

Results from the Healthy Active Kids South Africa 2018 Report Card

“…[38] According to a regional qualitative study, many barriers exist that hinder the successful implementation of nutrition education in the curriculum. [44] Since there has been insufficient progress in establishing healthy school nutrition culture and environment, a grade of D-was assigned. NSNP C The NSNP has wide reach, providing meals to >9 million children in public schools (all children in quintiles 1 -3).…”

The HealthKick Study: Modifiable Lifestyle Factors in Primary Caregivers of Primary School Learners from Two School Districts in the Western Cape Province, South Africa

“…We used a non-quantified validated indicator food frequency questionnaire (IFFQ) 12 have raised the issue that educators' weight status and eating behaviors are potential challenges to teaching food-based dietary guidelines. 10 When school principals were interviewed regarding the health challenges of learners, educators and caregivers, they identified substance abuse, tobacco use and overweight as the top health priorities for caregivers in these socio-economically disadvantaged South African communities. 6 The aim of our study was to develop a profile of modifiable risk factors for NCDs in the caregiv- For data analysis, the indicator foods were assigned to six food categories, namely: 1) fruit and vegetables; 2) high fat foods (such as processed meats; yellow cheese; margarine; fried foods, take-outs, and pastries); 3) energy-dense snacks/ items (such as sugar, chocolate, cake, crisps, sweetened beverages); 4) white bread and starches; 5) brown bread, legumes, high fiber cereals ; 6) processed (high salt/high fat) foods (tinned meat/fish, bread, margarine, cheese, crisps, take outs, eg, fast foods, pies).…”