By
Imelda Angeles-Agdeppa
FNRI-DOST S&T Media Service
Despite being surrounded by several bodies of water, the Philippines
still houses vast land areas for agriculture and forest utilizations. Due to
the rich soil, a diversity of indigenous vegetables can be found in most areas
of the country. However, the changing food habits and preferences of
individuals lead to the underutilization of these indigenous vegetables.
According
to the 2008 National Nutrition Survey conducted by the Food and Nutrition
Research Institute of the Department of Science and Technology (FNRI-DOST),
vegetables only comprise 12.8 percent of the total household consumption and
only 3.9 percent of this is the consumption of green leafy and yellow
vegetables.
Vegetables
are valued not only for their contribution to fiber in the diet, but also for
nutrient content. Furthermore, green leafy and yellow vegetables are rich in
iron, vitamin A, vitamin C, calcium, and other micronutrients.
The
Nutritional Guidelines for Filipinos (NGF) revised in 2012 not only recommends
eating a variety of foods everyday but also eating more vegetables and fruits
daily to get the essential vitamins, minerals, and fiber for regulation of body
processes.
In
an attempt to promote proper eating in the school setting, the Department of
Education (DepEd) in 2007 provided specific guidelines under DepEd Order No. 8
Series of 2007 on the foods sold in the school canteens.
The
DepEd memorandum circular also indicates that the school canteen in both
elementary and secondary levels shall only provide or sell nutrient-rich foods
such as root crops, noodles, rice and corn products in native preparation,
fruits and vegetables in season, and fortified food products labelled rich in
protein, energy, vitamins, and minerals.
Also,
the memorandum prohibits the sale of carbonated drinks, sugar-based synthetic
or artificially flavored juices, junk foods, and any food product that may be
detrimental to a child’s health.
Another
program is the production of indigenous vegetables in school and household
gardens which is a cheap, sustainable and feasible way to hit two birds with
one stone—undernutrition and food insecurity.
In
2009, a project conducted by the Bureau of Agricultural Research (BAR) in
coordination with the World Vegetable Center, launched the promotion of 10
indigenous Philippine vegetables these include alugbati (Basella alba), ampalaya (bitter gourd) for leaves or bayok-bayok
(Momordicacharantia), himbabao (Allaeanthusluzonicus), kulitis
(Amaranthus), labong (bamboo shoot), upo or bottle gourd (Lagenariasiceria), malunggay (Moringa), pako (fiddlehead), saluyot (Corchorus), and talinum (Talinumtriangulare).
Known
as “Promotion of Indigenous Vegetable for
Poverty Alleviation and Nutrition Improvement of Rural Households in the
Philippines” project, it was implemented by the Department of Agriculture
(DA), National Nutrition Council (NNC), and local government units (LGUs).
The
project proponents advocate aggressive promotion in encouraging Filipinos to
produce and consume local vegetables for a sustainable and healthy living.
Likewise,
a collaborative project by FNRI-DOST, International Institute of Rural
Reconstruction (IIRR), DepEd, and International Development Research Center
(IDRC) entitled Integrated Approach to
Address Food and Nutrition Security in the Philippines utilizes indigenous
vegetables from the school garden in a supplementary feeding program among school-aged
children in two schools in Cavite.
The
project integrates Gardening, Nutrition Education and Supplementary Feeding or
simply GarNESupp, to alleviate
undernutrition in target students in two selected schools.
Sustainable
food sources, like gardens, are important especially in times of low food
production, while the utilization of indigenous vegetables can provide a
variation in the diet of the household that help in forming correct behaviors
towards healthy eating among children.
Moreover,
the FNRI-DOST developed recipes utilizing indigenous vegetables found in the
school garden. These recipes were also used in the supplementary feeding of 160
school-aged children six to eight years old conducted by the FNRI-DOST, IIRR,
DepEd and IDRC.
To
supplement these two approaches nutrition education sessions were conducted by
the DepEd Grades 1 to 3 teachers to parents of participating students and
nutrition education were also integrated to the lesson plan. The materials that
were used in these sessions like visual aids,
were joint effort of all the Grades 1 to 3 teachers of the participating
schools at the General Aloña Memorial Elementary School and Felipe Calderon
Elementary School.
Physical
and behavioral developments of school-aged children are usually targeted in
supplementary feeding programs.
The
introduction of indigenous vegetables to school children familiarizes them with
the local produce rather than solely consuming and opting for high-yielding and
foreign crops. Using indigenous vegetables in supplementary feeding programs
also decreases the cost of menu and allows for proper knowledge information to
ensure continuous consumption of healthy foods among school-aged children.
(GarNESupp: A FNRI-DOST, IIRR, DepEd and IDRC Collaborative Project)
For more information on food and
nutrition, contact Dr. Mario V. Capanzana, Director, Food and Nutrition
Research Institute, Department of Science and Technology, General Santos
Avenue, Bicutan, Taguig City. Email: mvc@fnri.dost.gov.ph. Telefax: 837-2934 and
827-3164, or call 837-2071 local 2296 or visit our website: http://www.fnri.dost.gov.ph
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