School+home Cacao project model: A participatory action research on enhancing literacy, nutrition, and livelihood

Paper Details

Research Paper 15/05/2023
Views (399) Download (52)
current_issue_feature_image
publication_file

School+home Cacao project model: A participatory action research on enhancing literacy, nutrition, and livelihood

Gilbert C. Magulod Jr.
J. Bio. Env. Sci.22( 5), 52-68, May 2023.
Certificate: JBES 2023 [Generate Certificate]

Abstract

This participatory action research project aims to empower communities within the service areas of the College of Teacher Education of Cagayan State University at Lasam, Philippines, by harnessing the potential of cacao as a transformative agricultural commodity for enhancing literacy, nutrition, and livelihood. Adopting a multi-dimensional approach, the project targets students, teachers, and parents to create a holistic impact on education, health, and economic well-being. The project framework encompasses three pillars focusing on literacy, nutrition, and livelihood. The project enhances students’ and teachers’ knowledge and skills in cacao processing, production, and nutrition through experiential learning, leading to improved understanding among all stakeholders. Baseline data guided targeted interventions and skill development. The development and distribution of innovative cacao-based products, such as cacao powder, tablets, dark chocolate bars, spicy cacao balls, and chocolate spread, not only provide wholesome snacks but also foster sustainable community development and entrepreneurship. Promoting consumption of these nutritious, locally-sourced products improves community health. The project empowers families in the target community to engage in cacao processing, resulting in higher monthly incomes and enhanced livelihoods. Creating an alternative income source contributes to the community’s overall economic prosperity and resilience. make this one short paragraph The findings from this project extend beyond the specific university and community involved, as the model can be replicated in other similar contexts. The integration of cacao into educational, nutritional, and livelihood aspects demonstrates the potential for this commodity to become a catalyst for sustainable development in various communities. To ensure sustainability and expansion, careful planning and implementation of mechanisms will build on the project’s initial achievements during its early stages.

VIEWS 70

Barnard WM., Parent J., Ponitz CC. 2008. A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 44(2): 498-509.

Calub B M., Africa LS., Burgos BM., Custodio HM., Chiang SN., Vallez AGC., Punto MKR. 2019. The School-Plus-Home Gardens Project in the Philippines: a participatory and inclusive model for sustainable development. Policy Brief Series.

Carayannis EG., Barth TD., Campbell DF. 2018. The Quintuple Helix innovation model: Global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 7(1): 1-12.

Fajardo-Gacal D., Bongotan RP., Leung R. 2020. A study on malnutrition and food security among school-age children in the Philippines. Food and Nutrition Bulletin, 41(4): 447-459.

FNRI. 2013. 8th National Nutrition Survey (NNS). Retrieved from  www.fnri.dost.gov.ph/images/sources/nnslatest.pdf

Food and Agriculture Organization of the United Nations. (2017). The future of food and agriculture. www.fao.org/3/i6583e/I6583E.pdf

Gizaw Z., Yalew AW., Bitew BD., Lee J., Bisesi, M. 2022. Stunting among children aged 24-59 months and associations with sanitation, enteric infections, and environmental enteric dysfunction in rural northwest Ethiopia. Scientific Reports, 12(1): 19293

Guina RG. 2020. Interdisciplinary teaching and learning in the Philippines: Status, challenges, and implications. International Journal of Humanities and Social Science Research, 6(1): 11-18.

Joffe M. 2007. Health, Livelihoods, and Nutrition in Low-Income Rural Systems. Food and Nutrition Bulletin, 28(2_suppl2), S227-S236. https://doi.org/10.1177/15648265070282s202

Lau EY. 2016. Community development through school networks: Challenges and possibilities. International Journal of Child, Youth and Family Studies, 7(4): 512-527.

Mallari CL., Mallari MA., Canlas JS. 2019. Livelihood strategies and income disparity of farm households in rural areas of the Philippines. International Journal of Economics, Commerce, and Management. 7(2): 89-102.

Miladinov G. 2023. Impacts of population growth and economic development on food security in low-income and middle-income countries. Frontiers in Human Dynamics, 5, 1121662.

Ogena NB. 2019. Innovations in education: The Philippine experience. In Innovations in Smart Learning (pp. 115-125). Springer, Singapore.

Patino-Hernandez D., Corrales-Garcia LL., Baez-Gonzalez JG., Portillo-Otiniano W. 2019. Identification and quantification of bioactive compounds in cocoa beans. Food Chemistry, 271, 95-101. Philippine Statistics Authority, Republic of the Philippines. (2013). https://psa.gov.ph/non-food/cacao 

Reyes C. 2021. Eradicating Poverty in the Philippines by 2030: An Elusive Goal. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps2142.pdf

UNDP. 2015. Sustainable development goals. Retrieved from: www.undp.org/content/undp/en/home/sustainable-development-goals.html

UNESCO. 1990. World Declaration on Education for All: Meeting Basic Learning Needs. Retrieved from www.unesco.org/education/pdf/JOMTIE_E.PDF

Villanueva MJ., Perales AJ., Cadiz MC. 2020. Sustainable livelihood program for alleviating poverty among selected beneficiaries in Bicol region, Philippines. International Journal of Economics, Commerce, and Management, 8(5): 231-240.