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How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

Author

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  • Kim Smith

    (Centre for Food Policy, City, University of London, London EC1V 0HB, UK)

  • Rebecca Wells

    (Centre for Food Policy, City, University of London, London EC1V 0HB, UK)

  • Corinna Hawkes

    (Centre for Food Policy, City, University of London, London EC1V 0HB, UK)

Abstract

(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

Suggested Citation

  • Kim Smith & Rebecca Wells & Corinna Hawkes, 2022. "How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis," IJERPH, MDPI, vol. 19(4), pages 1-32, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2019-:d:747009
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    References listed on IDEAS

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    1. Donna Fingland & Courtney Thompson & Helen Anna Vidgen, 2021. "Measuring Food Literacy: Progressing the Development of an International Food Literacy Survey Using a Content Validity Study," IJERPH, MDPI, vol. 18(3), pages 1-17, January.
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    Cited by:

    1. Nuno Aluai Carvalho & Maria da Conceição Martins, 2024. "Education to Promote Healthy and Sustainable Eating Habits: A Bibliometric Analysis," Sustainability, MDPI, vol. 16(22), pages 1-14, November.
    2. Kristy Howells & Tara Coppinger, 2022. "The Forgotten Age Phase of Healthy Lifestyle Promotion? A Preliminary Study to Examine the Potential Call for Targeted Physical Activity and Nutrition Education for Older Adolescents," IJERPH, MDPI, vol. 19(10), pages 1-19, May.

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