The school garden was adapted to the space and needs

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The school garden was adapted to the space and needs of the schools. A working group rom the Technology and Home Economics Department of Dr. Juan G. Nolasco High School initiated support for the “Gulayan”. Some THE teachers bought seeds and materials for their vegetable school garden with funding from this initiative. Additionally, they also received materials for the vegetable school garden from parents or other gardening projects of the Bureau of Plants and Industry (BPI). Key members mentioned that support from BPI was useful for the startup of a school garden. Furthermore, in one school, the help of a parent was important at startup. Key members mentioned they found it important to have information about the care of the plants which could be found in videos, books, calendars, etc. Working in the school gardens was organized in voluntary moments at lunch break or afternoon break and class bound moments with a fixed schedule and a rotation system per grade or class when THE teachers worked in the school garden with the learners. Teachers reported that they tried to integrate the fruit and vegetables theme in their classes e.g., by making soup, following the growth process of a plant, learning about seasonal fruit and vegetables and ecological footprint. However, teachers mentioned they spend little time on these topics , because they do not often occur in the curriculum. Some key members of the THE department reported they used the harvest in class, while others used the harvested vegetables in the School Feeding Program. The also suggested some possibilities to better use the harvest, such as making jam, salad mix, and veggie candies. Key members are responsible for the garden and indicated this was essential for its maintenance. Generally, THE teachers who were part of the working group took responsibility and mentioned that it could be motivating if they would receive exempt hours for this task. Perceived Effects of Gulayan Key members perceived some effects on knowledge about vegetables among learners who work with the Gulayan. They mentioned that a lot of information while gardening and that working in a vegetableschool garden is a potential means to have a first acquaintance with vegetables. Learners themselves mentioned they get to know new vegetables, become aware of the origin of vegetables, learn how different plants look like, what they need to grow, how to garden and how the different vegetables taste. Furthermore, key members perceived some effects on the attitudes of children towards vegetables: more School Feeding Program Beneficiaries taste and eat the vegetables when they have grown them themselves. They also confirmed these findings by saying that they had increasing interest in eating more vegetables by being involved in the Gulayan. General Perceptions on Vegetable School Gardening or “Gulayan”
Key members of the “Gulayan” and School Feeding Program and learner beneficiaries were generally positive about the integration of the two interventions. They also indicated that parents were positive about the “Gulayan” at school. Key members would recommend “Gulayan” project to other schools because it has an added value for the School Feeding Program. On the other hand, key members encountered some difficulties at

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