Essential nutrition and food systems components for school curricula: views from experts in Iran

Background: This study aimed to investigate food experts’ views on important nutrition and food systems knowledge issues for education purposes at schools in Iran.Methods: In 2012, semi-structured, face-to-face or telephone interviews were conducted with twenty-eight acknowledged Iranian experts in food and nutrition fields. Participants were selected from four major provinces in Iran (Tehran, Isfahan, Fars and Gilan). Open-ended interview questions were used to identify nutrition and food systems knowledge issues, which experts considered as important to be included in school education programs. Qualitative interviews were analyzed thematically using NVivo.Results: A framework of knowledge that would assist Iranian students and school-leavers to make informed decisions in food-related areas was developed, comprising five major clusters and several sub-clusters. Major knowledge clusters included nutrition basics; food production; every day food-related practices; prevalent nutritional health problems in Iran and improvement of students’ ethical attitudes in the food domain.Conclusion: These findings provide a guide to curriculum developers and policy makers to assess current education curricula in order to optimize students’ knowledge of nutrition and food systems

Nutrition and food systems education for secondary school students in Australia and Iran

Introduction: The need to improve consumers’ knowledge of nutrition has been raised in literature. However, few studies have encompassed the broad range of important nutrition and food systems (N&FS) issues that affect population health, environmental sustainability and animal welfare. Also not well explored is the most efficient and effective N&FS education strategies. Objectives: This research project aimed to explore the perspectives of prominent Australian and Iranian food professionals regarding: 1) essential N&FS knowledge issues for secondary school students, 2) gaps in Australian and Iranian school-leavers’ knowledge of N&FS and 3) effective strategies to improve school-leavers’ knowledge of N&FS. Methods: Semi-structured face-to-face or telephone-based interviews were conducted with 21 food professionals in five states or territories of Australia (New South Wales, Victoria, Queensland, Western Australia and the Australian Capital Territory). Similar interviews were conducted with 28 professionals in Iran from four major provinces (Fars, Tehran, Isfahan and Gilan). Australia, as a developed country, and Iran, a developing country, were selected for comparison. Participants in Australia were: three public health nutritionists, four dietitians, four nutritionists, one public health expert, two food scientists, four home economists, two veterinary physicians (experts in animal welfare and animalsourced food production systems) and one environmental scientist. Participants in Iran included: five public health nutritionists, five dietitians, five nutritionists, four food scientists, four school teachers, two veterinary physicians, two environmental scientists and one agriculture scientist. Interviews conducted in Australia were transcribed verbatim for analysis. Interviews conducted in Iran were transcribed verbatim (in Farsi) and translated from Farsi to English. The transcribed data were entered into NVivo version 10 and were analysed thematically. Results: Gaps in Australian and Iranian school-leavers’ knowledge of N&FS were identified, and factors that affected their knowledge were determined. Australian professionals raised the need to integrate N&FS lessons into current core subjects in schools, increase food-related skill development activities in schools, increase cross-disciplinary actions regarding designing and implementing N&FS education programs for schools, and increase positive activities of mass media in broadcasting more food-related educational materials. Similar education interventions were raised by Iranian professionals. In addition, Australian professionals highlighted the important role of parents in the home setting as proper role models and informed food educators, and Iranian professionals highlighted the important role of national government to increase its financial support for school-based N&FS education programs. Findings related to Australia and Iran were compared to identify the similarities and differences in food professionals’ views. Professionals in both countries reported a wide range of similar views, such as the need to make specific improvements in current N&FS components of secondary school curriculum, to integrate N&FS lessons into current core subjects, to increase the development of food-related skills in schools, to increase cross-disciplinary actions regarding designing and implementing N&FS education programs for schools, and to increase the number of food-related educational programs broadcast in the mass media. There were some differences in the recommendations by Australian and Iranian food-related professionals; these mainly reflected the cultural, economic and political circumstances of these countries. Comparison of the findings from Australia and Iran resulted in the development of a potential universal guide for N&FS education for adolescents. Discussion and conclusion: This study developed five guides for N&FS education programs. Two guides include essential N&FS knowledge issues for Australian and Iranian school-leavers. Two guides (one each for Australia and Iran) outline the best strategies to improve school-leavers’ knowledge of N&FS. Also, one potentially universal guide was developed, which uses the Ottawa Charter for Health Promotion to formulate appropriate N&FS education for adolescents. Findings related to Australian and Iranian studies provide important guidance for the development of N&FS curricula in secondary schools, and enrich and support the provision of N&FS education initiatives for Australian and Iranian adolescents. The guides will also support international educators, curriculum developers and policymakers in improving N&FS education programs for adolescents

What food knowledge ensures school leavers are capable of healthy food practice?

Background Food consumers in the western world face many complex issues that can impinge on their current and future health. The aim of this research was to identify areas of agreement regarding the basic food knowledge required by young adults for healthy living. Method Interviews were conducted using open-ended questioning to gain a cross-section of health professionals\u27 perspectives regarding the basic food knowledge required by young adults for healthy living. Results Key areas of agreement generated from the interviews included a need for school leavers to understand: nutritional aspects of food, food preparation and cooking skills, food safety, how to read labels, understanding of production, processing and food distribution, how to shop for food on a budget, understanding seasonal variations in food, understanding food marketing, moral and ethical issues associated with food. Conclusions This study produced a rich understanding about what food-related professionals considered necessary components of food knowledge for school leavers

What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents’ knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing

What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents’ knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing

Professionals’ Recommended Strategies to Improve Australian Adolescents’ Knowledge of Nutrition and Food Systems

Background: Education and policy measures within schools are valuable strategies to promote health. This study explored views of experienced food-related educators, researchers and policy-makers regarding their recommended strategies to improve Australian adolescents’ knowledge of nutrition and food systems (N&FS). Methods: Semi-structured interviews were conducted with twenty-one experienced food-related experts from across Australia. Interviews were conducted either by telephone or face-to-face. Recorded interviews were transcribed verbatim and analyzed thematically. Results: Five central themes and five sub-themes were identified from food professionals’ suggestions for best strategies to improve adolescents’ knowledge of N&FS. The central themes included: (1) specific improvements in schools’ core curricula; (2) pre-service and in-service training of school teachers about N&FS; (3) training students to develop a critical mind about N&FS issues; (4) multidisciplinary collaborations to improve school-based N&FS education; and (5) a supportive N&FS education environment for students. Conclusion and implication: These findings provide a guide for curriculum developers, educational policy developers, and food educators to incorporate the suggested N&FS strategies into Australian education programs in order to improve Australian adolescents’ knowledge and skills of N&FS issues. The results of this investigation also may assist the development of international N&FS curricula guides

Best strategies to improve school-leavers′ knowledge of nutrition and food systems: views from experts in Iran

Background: The research to date does not present an articulated approach to ensure nutrition and food systems education is systematically implemented within schools. This paper aimed to investigate food experts\u27 views of the best strategies to improve school-leavers\u27 knowledge of nutrition and food systems. Methods: In this qualitative study, 28 Iranian food and nutrition experts from four major provinces (Tehran, Fars, Isfahan, and Gilan) were selected and agreed to be interviewed. Required data were collected through in-depth, semi-structured, face-to-face, or telephone interviews and were analyzed thematically using NVivo. Results: The experts\u27 suggested strategies to improve Iranian school-leavers\u27 knowledge of nutrition and food systems fell into three key themes: Policy, education processes, and supportive environments. Together they formed an overarching theme of a multileveled system approach for transferring knowledge. Conclusions: Development of a scaffolded education program could assist curriculum developers and policy makers to assess and update current nutrition and food systems education programs in schools. Insights gained about education initiatives in one country such as Iran can provide an important impetus to support nutrition and food system education more widely