Perceptions of best practices for sustainable school-based vegetable gardens

Abstract

The purpose of this study was to explore and describe the perceptions of key roleplayers on best practices for sustainable school-based vegetable gardens in a resource-constrained community in the Nelson Mandela Metropole, Eastern Cape Province. The study forms part of a broader research project, which aims to investigate how sustainable school-based vegetable gardens may promote resilience in resourceconstrained communities. I utilised an interpretivist paradigm as meta-theory and followed a qualitative research approach. I selected an instrumental case study design, applying Participatory Reflection and Action (PRA) principles, thereby aligning my study�s design to the broader research project for data generation and documentation. I relied on multiple data generation strategies, such as, PRA-based workshops, observation, field notes, audio-visual data, a semi-structured interview and a research diary to generate and document data. Following inductive thematic analysis, two main themes and related sub-themes emerged. The first theme relates to the value of school-based vegetable gardens, reflecting the provision of food and nutrition, skills acquisition and the practical application of the curriculum. Secondly, sustaining school-based vegetable gardens was identified as a theme, indicating the mobilisation of human resources, attending to environmental conditions, establishing the required infrastructure, accessing and enhancing knowledge, as well as continued planning and monitoring as factors affecting the sustainability of school-based vegetable gardens. The findings of this study indicate that participants view school-based vegetable gardens as valuable and beneficial for learners in terms of nutritional supplementation and enhancement on a microsystemic level. On an exosystemic level, school-based vegetable gardens have value for schools in terms of adding nutrition by means of fresh vegetables for school kitchens or school feeding schemes. Furthermore, I conclude that school-based vegetable gardens hold value for teachers as they may get the opportunity to buy fresh produce from the school. Finally, on a macro systemic level, school-based vegetable gardens imply value for the broader community as school grounds can e.g. be used by underprivileged parents to plant vegetables for their families. Thus, schools can support the wider community by providing produce from vegetable gardens to the elderly, sick and vulnerable members of communities. This can lead to more nutritional food being made available to families who may not have sufficient food intake.