Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors
Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors
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DOI：
10.1080/16070658.2016.1230971
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发表时间：
2017-01-01
影响因子：
1.1
通讯作者：
Hendricks, Michael
中科院分区：
文献类型：
--
作者：
Kim Anh Nguyen;De Villiers, Anniza;Hendricks, Michael
目的：制定并实施了《南非以食物为基础的饮食指南》，以促进人口的健康生活方式，同时沿着预防非传染性疾病和其他形式的饮食相关疾病。建议在全国学校课程中实施《家庭发展目标》。本研究的目的是探讨成功实施这些指导方针在小学course.Design：本定性研究通过半结构化的个人访谈收集数据的感知挑战。使用ATLAS.ti软件转录和分析数据，采用主题方法。设置：位于南非西开普省三个教育区的公立小学。受试者：来自不同社会经济地位社区的12所学校的校长，以及来自省和地区一级的相关科目的5名课程顾问。结果测量：在小学课程中实施FBDG的感知障碍。结果：缺乏知识和/或专业知识相关的FBDG的教育工作者，时间限制内的教学计划和生活方式相关的因素的教育工作者，家长和学习者出现了三个主要的挑战主题的采访。缺乏资源被确定为另一个主题。结论：校长和课程顾问预计，在小学课程中使用FBDG成功实施营养教育会遇到许多障碍。通过提高学校工作人员对FBDG的认识和了解来解决这些障碍，可以提高南非小学使用FBDG作为营养教育工具的潜力。
Objectives: The South African food-based dietary guidelines (FBDG) were developed and implemented to promote healthy lifestyles in the population along with preventing non-communicable diseases and other forms of diet-related illness. The FBDG were recommended for implementation within the national school curriculum. The objective of this study was to explore perceived challenges to successful implementation of these guidelines in the primary school curriculum.Design: This qualitative study gathered data via semi-structured individual interviews. Data were transcribed and analysed with ATLAS.ti software, using a thematic approach.Setting: Public primary schools located in three education districts in the Western Cape, South Africa.Subjects: Principals at twelve schools from communities with different socioeconomic statuses, and five curriculum advisors of relevant subjects from provincial and district levels.Outcomes measures: Perceived barriers to implementing FBDG in the primary school curriculum.Results: A lack of knowledge and/or expertise related to the FBDG by educators, time constraints within the teaching programme and lifestyle related factors of educators, parents and learners emerged as the three main challenge themes from the interviews. A lack of resources was identified as an additional theme.Conclusions: The principals and curriculum advisors anticipated many barriers to the success of implementing nutrition education using the FBDG in the primary school curriculum. Adequately addressing such barriers through improved awareness and knowledge of the FBDG by school staff could improve the potential of using the FBDG as a nutrition education tool in primary schools in South Africa.