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Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
Najla Veloso - Strengthening School Feeding Programmes
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Najla Veloso - Strengthening School Feeding Programmes

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Presentación realizada en el "Diálogo regional en hambre, inseguridad alimentaria y malnutrición en el Caribe: Desafíos en derecho a la alimentación y gobernanza", evento que se llevó a cabo en …

Presentación realizada en el "Diálogo regional en hambre, inseguridad alimentaria y malnutrición en el Caribe: Desafíos en derecho a la alimentación y gobernanza", evento que se llevó a cabo en Antigua y Barbuda el 1 y 2 de agosto de 2013.

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  • Intersectorialidad; Fortalecer la idea de bisagra con otras políticas, como de agricultura y salud para garantizar la inocuidad e higiene de los alimentos. Principios, directrices, objetivos y metas; se destacó la importancia no sólo de llegar al nivel de definición de objetivos sino también al nivel de metas a cumplir. Establecer marcos operativos y estructura logística; si bien esto parece de cierta obviedad para la elaboración de un programa, se destacó la importancia de explicitar que para tener PAE sostenibles, es necesario diseñar marcos operativos y una estructura logística adecuados al contexto. Definir estándares de calidad nutricional; los que deben estar vinculados a la compra a la AF.
  • Formación de personas y desarrollo de capacidades humanas; fue destacada la importancia de la formación de capacidades de todos los actores que están involucrados en los PAE, pero también, en particular, de las capacidades locales para fortalecer su implementación en las escuelas.
  • Mejoría de la calidad de los espacios y de los servicios; especialmente los comedores y las cocinas de las escuelas que pueden ser entendidos también como espacios educativos.
  • Mejoría de la calidad de los espacios y de los servicios; especialmente los comedores y las cocinas de las escuelas que pueden ser entendidos también como espacios educativos.
  • Transcript

    • 1. “Strengthening School Feeding Programmes in the framework of Latin America and the Caribbean ”
    • 2. Participating countries: Antigua y Barbuda Bolivia Colombia Costa Rica El Salvador Guatemala Honduras Nicaragua Paraguay Perú República Dominicana
    • 3. School feeding as a strategy toSchool feeding as a strategy to guarantee the human right toguarantee the human right to adequate food and quality publicadequate food and quality public education.education.
    • 4. Nutritional (biologic) Aesthetic Polítical and economic Environment Gender Sensory (gastronomic)Hygienic- sanitary Anthropologic al, sociological and religious FOOD Fuente: adaptado de Proença et al, 2005. Educational
    • 5. Principles for sustainable governance 1. Articulated actions 2. Intersectoriality 3. Continuing capacity building 4. Adaptation to local demand 5. Systematization and exchange of experiences 6. Empowerment of local people 7. Involvement of non-governmental sectors 8. Strengthening of school community, especially teachers and parents 9. Sustainable development of local economies 10. Strengthening of decentralized structures 11. Networking 12. Production of training, reference and information materials
    • 6. Step by step of the our project 1. Project design (FNDE/ABC/FAO) 2. Selection of participating countries according to declaration of interest 3. Elaboration of regional work plan 4. Creation of a common understanding/vision 4.1. Presentation of project to FAO country office 4.2. Presentation of project to government authorities 5. Establishment of country committee 5.1. Designation of focal point –FAO 5.2. Designation of focal point government (education, agriculture, health, social development) 6. Capacity building of focal points 7. Elaboration of joint annual work plan 8. Situation analysis in each country (policies, stakeholders, legal framework) 9. Implementation of planned activities 10. Management, monitoring and evaluation of planned activities
    • 7. GCP/RLA/180/BRA – STRENGTHENING SCHOOL FEEDING PROGRAMMES WITHIN THE FRAMEWORK OF LATIN AMERICA AND THE CARIBBEAN WITHOUT HUNGER INITIATIVE 2025
    • 8. http: ∕∕ youtube.com watch?v∕ ⁼MuiV6YuIDuw http://www.flickr.com/photos/92702310@N07 /with/8663312378/
    • 9. V. Sustainable School Feeding Programmes (SFP) need: 1) Commitment of countries and all stakeholders (Government, parliament, public and private sector) - policy 2) Stable financial capacity of Governments to commit funds on a long term (no disruptions) 3) A clear legal framework, which regulates the implementation, accounting and social control of SFP
    • 10. 4) Intersectorial and interinstitutional coordination, as well as articulation with educational, health, social development and agricultural policies. 5) Clear principles, guidelines and objectives, which have been established according to the reality and needs of each country. (Conceptualization, design, planning) 6) Compliance with clearly defined nutritional and food quality recommendations. (Standards:
    • 11. 7) Respect culture and diversity 8) Economic, social and environmental sustainability of School Feeding Programmes 9) Strengthen capacities of all stakeholders, in order to achieve effective and sustainable SFP 10)Support schools to become healthy and educative environments, that enable
    • 12. 11)Promote education for food and nutrition security and for the adoption of healthy habits, through pedagogical tools, like school gardens, which are also a platform for community involvement. (Teaching methods and materials, training of Teachers)
    • 13. 11)Adaptation of food offer (menus) to local culture, special nutrition needs, age groups, nutritional and sanitation needs. 12)Appropriate infrastructure and equipment for the preparation and consumption of food 13)Linkage to local markets, especially to family farming 14)Appraisal, Monitoring and Evaluation System 15)Participation and social control,
    • 14. “Politics is almost as exciting as war, and no less dangerous. In war one can only be killed once, but in politics many times.”
    • 15. Thank youThank you najla.veloso@fao.org vera.boerger@fao.org

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