| Food component |
Technical framework |
Availability and review of documents |
Food availability in the school |
| The Guidelines for the regulation of food sold in schools (mandatory) are not physically present/available in every school. |
Low availability of documents (in particular, the normative document) among stakeholders and especially among school food vendors, teachers and the Committee members, compared to availability among principals. |
Lack of adherence to the Guidelines for the regulation of food sold in schools and ample availability of energy-dense foods, such as biscuit, little cakes, desserts and sugar-sweetened beverages, was found at the schools (Cf. Jimenez et al, 2017) |
| 9% of principals and 30% of Committee members were not aware of the existence of theses documents. |
| The percentage of stakeholders and food school vendors and parents that reviewed these documents is even lower. |
| Information support |
Committee organization and operation |
Knowledge acquisition |
| At the launching, a package with a set of the six documents for the principal and several copies of the six documents to be distributed to teachers, members of Committees, school food venders and parents was sent to each school in the country. |
Most of the Committees met between one and three times. Committees met very few times. |
Acquisition by all stakeholders of a superficial technical and normative knowledge linked to (a) committee functions, (b) Guidelines for the regulation of food sold in schools. |
|
Objective: To create an adequate food environment (supply and promotion) so children consume healthy foods during recess time. |
| Partial view of stakeholders about the function of the FC (heavier on supervision of fulfillment of the Guidelines for the regulation of food sold in schools). |
| Most of the committees were composed of teachers and principals. Parental involvement was low. |
| Organizational and human support |
Healthy lifestyle promotion |
| Food Committees (FC) and Physical Activity Committees (PAC) were supposed to be created in every school, but an important number of schools did not have them established. |
Very few committees had created awareness campaigns, offered training and assistance to the school community or developed support documents to generate a culture of healthy living. |
| Less than 50% of the elementary schools have a FC. In the remaining half, a teacher generally covered the FC functions. |
