Community participation in rural Ecuador’s school feeding programme

Abstract

PurposeThe purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition.Design/methodology/approachBased on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm.FindingsThe findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings.Research limitations/implicationsThe study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members.Originality/valueThe study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.