All issues > Volume 22(3); 1979

Original Article

J Korean Pediatr Soc. 1979;22(3):181-212. Published online March 15, 1979.

Study of School food Service.

D J Yun, T E Kim, H Y Moon, H K Lee, J S Oh, K Y Lee

¹Dept. of Pediatrics, Yonsei University College of Medicine, Korea.

Abstract

In 1977, we received a gnant from the Ministy of Education for drewing up an improve- ment plan of school feeding, with which we analyzed and invetsigated past and present feedling programs. We came to the following conclusion and proposed several items for improvement of feedling. A) Subject of Investgation: All the elementary schools throughout the country were classified into 6 regions (categonies) They are as following： a) city b) town c) farm d) sea village e) isolated areas of mountainous regions f) remote island Acconding to the ratios, we selected 183 elementary schools, after which a poll was taken by distribution of ques- tionaines to school principles and teachers. B) From 772 members of the students* parents throughout the country, we obtained a poll through questionaires. C) A third poll was taken by random sampling of a total of 38 schools in the country —6 self supported 2 partially self-supported, and 30 general feeding elementary schools 2) Then visiting each school for assessment. I. Children under the feeding program: Of the total 98/284, 26, 481 were fed (24.3%) and among these children, those who paid (13. 8%) were slightly larger in number than those who were fed free (10. 5%) All the school teachers wished to increase the present number of students who were fed free by 11. Q%. When we made a regional comparison, teachers who wanted an increase in the the number of free-fed children were much more numerous in city, town, and farm environment then those in the islands and remote areas. Of the children investigated, schools which fed only 5〜6 grades were 48%, and 29.6% of the schools fed all the grades. In the islands and remote areas mostly 5〜6 grades were fed, but in the cities towns, there were many places where all grades or 3 rd grade and above were fed. At self-supported on partially self-supported schools, with an average of 965 students per school, about half of the children were fed. However in the islands, remote areas, and the farm regions almost all the students were fed. I. Freding Frequency: There was a difference in feeding various frequency among the regions, but schools which provided feeding 2 times a week or irregularly made up the largest group (36% of the total) Following were frequencies of 4 times a week (25.3%) and 3 times a week (20.2%) In regard to this, the teachers were of the opinion that it was better to increase the feeding frequency to 5 times a week. I. Delivery and handling of feeding resources : The frequency for delivery of resour- ces The frequency for delivery of resources of 2 times a week and once a week were 41% and 28.4% respectively, together they composed the largest percentage of the schools On the overage the delivery of resources was 4 times a week for cities and towns, and once a week for islands and remote areas. Of those who handled the resources, most were ordinany teachers (64. 5%), and school nurses (29.5%) Since failities for preserving these resources were lacking, there were many instances where they experienced difficulty in menaging. IV. Feeding facility： Self-supporting on partially self-supporting schools were equipped with various feeding facilities. On the other hand most free feeding schools did not possess such facilities. Furthermore, only 5% of these schools had cooking facilities on similar accessonies. V. Vaicety of feeding resources : In self-supporting and partially self-supponting schools, students are fed various kinds of foods. On the contrary free-feeding schools, students who received only bread were about 52%. Those who received biscuits were 15.3% and 12.1% were given bread and milk together. 66. 9% of the school teachers agreed that the amount of feeding resources is adequate, further 79.7% of the children were quite satisfied with the present conditions： Of the feeding resources, the least favorite was bread (23.8% of the students), the reason being that it was not appetizing (67%). In addition, the same kind of bread given everyday made the students grow tired of it. (23.9%). The reasons for the childrens disdain for biscuits (11. 7% of those who received biscuits) were 1) the inconve- nience in eating biscuits because it made their throats dry (36%) and 2) complaint about always eating the same biscuits (20%) It was the school teachers desire to provide the children eggs (44.8%) or soup (24. 8%) in addition to bread and milk. Fnrther, they hoped to feed their students with special local produce, rice and side-dishes, noodles etc. However those who viewed such ideas as being anrealistic (63. 4%) and impossible to attain (14. 2%) thought that maintaining present standards were good enough. V[. School food service of the past from the viewpoint of parents: In the past 44% of all the children were given (bread or bread and milk) for a period which exceeded 6 months. The motive for initiating, and continuing the fuding was because the children wanted to eat were 74% and 71% respectively. There were many instances where the children were fond of the food initially, but not to eat later. Still, parents who believed that feeding was good for the children were at least 12%. 66% of the children under the feeding program also brought along their own lunches. Children who had complaints in regard to the of the past were 44% of the total and 41% had an indifferent attitude. In the event of intro- duction of a siminor feeding program, parents who said they would decide then were 71% and those who would not let their children be pant of the progream were 29% Vff. The viewpoint of principles and teachers who managed the feeding process: In the past, the children’s dislike for bread posed a major obstacle in feeding process because it led to difficulty in distribution of food (78. 6%) and receiving feeding fee from the parents. There was a large number of principles who believed that it was impossible to transform their schools into self-supporting schools even with the efforts of parents and government aid. Such attitudes leades one to believe that they were not energetic and eager about their programs. VI. Past school feeding programs, from an educational viewpoint： Upon examination of the distrbution methods, on learned that 70. 3% of the children had to consume the food in the presence of their teachers. Schools which allowed the children to do whatever they wished to with it, i.e. eat or take the food home, were 29. 7%. Morever 89% of the parents recalled of occasions when their children brought the food home and shared with the family. From an educational point of view such habits can be said to be non-beneficial. ff. Proposals for improvement of feeding： Most of the principles and teachers (92.9〜 100%) were of the opinion that children should be fed with food stuffs which would be a substitute for a proper meal at a frequency of 5 times a week. In order to realize such a goal they felt it was necessary to equip the schools with reching facilities and funds for feeding through government aid was needed. Only then could they avoid feeding students with only snacks such as bread ar milk, as in the past. They stressed the need to enlighten the people of the country with proper concepts of school feeding through mass media i.e. newspaper, radio, T.V. (67.8%). Most principles believed that it was impossible to equip their schools with feeding facilities without outside help (88%). They were hoping that parents and government funds will alleviate the financial burden. Parents who were willing to accept paying, slightly higher fees for better feeding were 67%, and in farm areas, 67% of the parents were willing to pay with crop. Such morale, reinforced with government aid should make it possible for all the schools to step by step advance toward a self-supporting stage.

Keywords :