nutrition education programs in the philippines

SDGs – Philippines

National Feeding Program

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The passage of Republic Act 11037 or the Masustansyang Pagkain Para Sa Batang Pilipino Act of 2018 establishes a comprehensive National Feeding Program to address malnutrition among Filipino children. The program includes the following components: a) Supplemental Feeding Program for Day Care Children for children ages 3 to 5 years b) School-Based Feeding Program for public school children from kindergarten to grade six c) Milk Feeding Program to incorporate locally-produced milk products in fortified meals d) Micronutrient Supplements including the use of iodized salt e) Health Examination, Vaccination, and Deworming for program beneficiaries f) Gulayan sa Paaralan to allocate space for the cultivation of vegetables and other nutrient-rich plants g) Water, Sanitation, and Hygiene to establish and maintain water and sanitation facilities and promote good hygiene and food preparation h) Integrated Nutrition Education, Behavioral Transformation, and Social Mobilization to promote a holistic and integrated approach to health and nutrition education

In addition, the law calls for the harmonization of all existing national and local nutrition databases to identify individuals, groups, and/or localities that have the highest magnitude of hunger and undernutrition. The Department of Education (public kindergarten and elementary schools) and the Department of Social Welfare and Development (public day care centers) are the lead agencies in the implementation of the Program.

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The passage of Republic Act 11037 or the Masustansyang Pagkain Para Sa Batang Pilipino Act of 2018 establishes a comprehensive National Feeding Program to address malnutrition among Filipino children.

Early Childhood Care and Development F1K

The Early Childhood Care and Development Intervention Package for the First 1,000 Days (ECCD F1K) has been implemented in Philippine Plan of Action for Nutrition (PPAN) Priority Provinces since 2016.

BACHELOR OF SCIENCE IN COMMUNITY NUTRITION

The Bachelor of Science in Community Nutrition is a 4-year program designed to prepare young men and women to be value-laden and competent professionals in the integrated fields of public health, nutrition and dietetics. It is designed to prepare them to understand and help solve the nutritional problems that beset the Filipino families in communities, with bias towards the underserved.

PROGRAM LEARNING OUTCOMES

Practice comprehensive nutritional care in multi-disciplinary and multi-cultural settings;

Promote the role of nutrition and dietetics for human well-being in relation to the needs, resources, and potentials of individuals, families, and communities;

Integrate nutrition concerns with local, national, and international development efforts in the management of nutrition programs;

Integrate principles of nutrition and dietetics in the management of food service units in various settings;

Manage economically feasible programs, projects and activities related to nutrition and dietetics;

Conduct scientific studies on nutrition, dietetics, food, related topics;

Engage in lifelong learning and understanding of the need to keep abreast of the developments in nutrition, dietetics, and related fields;

Act in recognition of professional, social, and ethical responsibilities;

Practice critical thinking skills in judgment, problem-solving, and decision-making;

Demonstrate effective interpersonal and leadership skills in various settings and situations;

Demonstrate effective verbal and written communication skills both in English and Filipino;

Integrate Filipino cultural heritage in the practice of the profession;

Utilize appropriate technologies in the promotion and practice of the profession; and

Promote the integral role of the Filipino family in national development.

COMPETENCIES GAINED FROM THE PROGRAM

Theoretical knowledge and technical skills required for career entry into the BSND profession.

Applications of the nutrition care process in various settings.

Interpersonal skills in judgment, problem-solving and decision-making to analyze results.

Ability to conduct research and community-oriented activities.

Lifelong learning.

Effective oral and written communication skills.

CAREER OPPORTUNITIES

In government and private hospitals and other agencies

Dietary Director

Chief Nutritionist-Dietitian

Therapeutic Nutritionist-Dietitian

Administrative Nutritionist-Dietitian

Teaching Nutritionist-Dietitian

Research Nutritionist-Dietitian

Public Health Nutritionist-Dietitian

Clinical Dietitian

Nutritionist-Dietitian

In Food Industry

Nutritionist-Dietitian in Quality Control Department

Nutritionist-Dietitian in the Test Kitchen (product development)

Teaching Nutritionist-Dietitian (product demonstrator, etc.)

Administrator (Dean/Director/Chief/Head/Chairperson/Coordinator)

In Food Service Establishments (e.g. hotels, restaurants, cafeteria)

Food Service Manager

Canteen Supervisor

Food Service Supervisor

Menu Planner

Food Checker

BS COMMUNITY NUTRITION CURRICULUM

Courses offered.

FN 101 - Introduction to Community Nutrition ( 2 units)

An overview of community nutrition, its history, development and importance in nation-building; career opportunities of nutritionist dietitians and their responsibilities to society.

FN 1 02 - Principles of Food Preparation (3 units)

Fundamental principles of food preparation. Basic recipes are prepared with a focus on their use in meals.

FN 1 10 - Food, Nutrition, and Society (3 units)

An overview of food and nutrition with emphasis on their role in society .

Prerequisite: Junior Standing/Consent of Instructor .

FN 1 21 - Physiological Aspect of Nutrition (3 units)

General physiology with emphasis on the digestion and absorption of food.

Prerequisite: Chem 16, Chem 16.1 .

FN 1 22 - Principles of Nutrition (3 units)

Identification, function, metabolism and food sources of energy and essential nutrients; recommended nutrients allowances for optimum nutrition.

Prerequisite: FN 121 or equivalent.

Corequisite: Chem 40, Chem 40.1.

FN 12 3 - Nutritional Assessment and Epidemiology ( 4 units)

Principles and methods used in the assessment of nutritional status and nutritional epidemiology and their application in the identification, control and prevention of nutritional disorders and nutrition-related diseases.

Prerequisite: FN 122, Stat 101 .

FN 12 4 - Nutrition for the At-Risk Groups (3 units)

Interrelationship between nutrition, growth, development and maintenance of health at different stages of the life cycle with emphasis on the at-risk groups. 

Prerequisite: FN 122, FN 123 .

FN 12 5 - Medical Nutrition Therapy ( 5 units)

Principles and applications of modern nutritional care in the management of individuals with various diseases and disorders both in hospital and homes using the Nutrition Care Process. 

Prerequisite: FN 124 .

FN 12 6 - Hospital Dietetics Practicum ( 12 units)

Supervised application of principles in the practice and administration of medical nutrition therapy in health care systems at a Level III hospital. 

Prerequisite: FN 12 5 .

Course stipulation: Must have completed the prescribed subjects of the first, second, and third years of his/her curriculum, or has finished not less than 75% of the total number of units required in the entire course 

FN 1 31 - Dietary Patterns ( 4 units)

Patterns and variations in meal management considering historical, socio-economic and cultural contexts.

Prerequisite: FN 102, FN 122 for BSCN students or FN 110 for non-BSCN students; a course in Philippine history; and a course that incorporates Asian history.

FN 1 32 - Fundamentals of Food Technology ( 4 units)

Fundamental physicochemical, microbiological and nutritional principles of food processing.  

Prerequisite: FN 102, FS 106 for BSCN students or FS 105 for non-BSCN students.

FN 13 3 - Nutrition in Food Service Operations ( 3 units)

Fundamental s on food service operations.

Prerequisite: FN 131.

Corequisite: FN 132.

FN 13 4 - Nutrition in Food Service Management (3 units)

Principles of management in food service institutions. Includes personnel management, cost control, sanitation and safety, kitchen planning, lay-out and equipment.

Prerequisite: FN 133.

FN 13 6 - Nutrition in Food Service Practicum ( 6 units)

Supervised field experience in the application of nutrition in the application of nutrition in food service operations and management.

Prerequisite: F N 13 4.

Course stipulation: Must have completed the prescribed subjects of the first, second, and third year of his/her curriculum, or has finished not less than 75 percent (75%) of the total number of units required in the entire course.

FN 1 41 - Nutrition Education and Training I ( 2 units)

Principles and methods of teaching nutrition to various groups. 

Prerequisite: F N 123.

Corequisite: FN 125.

FN 141.1 - Nutrition Education and Training Laboratory ( 2 units)

Application of the principles and methods of teaching nutrition to various groups.

Prerequisite: FN 1 41, FN 125 .

FN 14 2 - Program Management in Nutrition (2 units)

Theories, principles and process of management as applied to nutrition programs.

Prerequisite: FN 1 23 .

FN 14 6 - Community Nutrition in Practice ( 6 units)

Field work; application of principles of community nutrition in the preventive, promotive, curative and rehabilitative aspects of nutritional care.

Prerequisite: FN 1 41.1, FN 142.

Course stipulation: Must have completed the prescribed subjects of the first, second, and third years of his/her curriculum, or has finished not less than 75 percent (75%) of the total number of units required in the entire course.

FN 1 99 - Food and Nutrition Research ( 3 units)

Principles, methods and tools in nutrition research.

Prerequisite: FN 1 23.

FN 200 - Undergraduate Thesis (3 units)

DOWNLOAD BS COMMUNITY NUTRITION PROGRAM CURRICULUM

Nutrition Foundation of the Philippines, Inc.

Programs and Services

NFP contributes to the attainment of well-nourished individuals and families in targeted/selected communities through:

• capacity-building
• provision of comprehensive community-based nutrition and related services
• networking, partnership and alliance building, and
• modeling of innovative strategies

Regular/Annual Projects

Community Nutrition Practicum – A training program designed to immerse senior BS Nutrition and Dietetics students in the field of Community Nutrition and Public Health. This aims to apply theories learned in their respective Public Health Nutrition Courses in the community level. The 250-hour immersion is also a requisite for admission to the Licensure Examination for Nutritionist-Dietitians by the Professional Regulatory Commission.

NFP Anniversary and Nutrition Month Celebration Seminar – A regular activity conducted every July which aims to celebrate NFP’s anniversary (July 15), and the Nutrition Month. An information dissemination on the year’s Nutrition Month Theme is usually highlighted in this occasion through a seminar and other fun activities.

Dr. Juan Salcedo, Jr. Annual Memorial Lecture/Conference – Since 1985, NFP hosts the Annual Dr. Juan Salcedo, Jr. Memorial Lecture as a way of honoring its founder, and a national scientist. The event updates allied health professionals in the topics about nutrition, biochemistry, public health and other related fields. This seminar-symposia is a CPD-accredited activity.

Nutrition Clinic Services – NFP offers comprehensive nutrition consultation for different nutrition needs and health-related conditions. The clinic includes nutritional assessment with practical individualized nutrition advice. NFP’s registered nutritionist-dietitians focus on nutritional management of disease and conditions that are linked to body weight, eating habits, food choices and physical activity.

Consultancy and Partnership Projects – NFP also provides consultancy services and technical assistance to different organizations/institutions as project partners, resource speakers, and/or implementing team.

Ongoing Projects

Kalusugang Pambata ay Mahalaga (KPM) – A daycare-based partnership project with the Local Government of Camiling, Tarlac, through the Municipal Social Welfare and Development Dept., and Monde Nissin Corporation, aiming to introduce good nutrition practices to preschool children through supplementary feeding and nutrition education, with reinforcement through nutrition education of parents, and training of daycare teachers.

Previous Projects

Good Nutrition: Key to Healthy Children – A multi-country collaboration focused on providing school-age children education on good nutrition and active lifestyle through scientific-based Nutrition and Health Modules. This project was spearheaded by the Southeast Asia Public Health Nutrition Network (SEA-PHN) and was piloted in school year 2018-2019.

Nutri-Garden School Program – A pilot school-based project implemented in 2015-2016 at Bagong Silangan High School targeting selected Grade 12 students, which aims to teach teenagers about the importance of food, nutrition and health, through the establishment of an edible garden as part of hands-on learning activities, along side nutrition education modules on sustainable, healthy dietary choices. This concept-project was initiated by former Australian Volunteer for International Development (AVID) volunteer Maree Bouterakos together with NFP, and was financially supported Australian Embassy’s Direct Aid Program. The Joy of Urban Farming Program of the Quezon City Vice Mayor’s Office also took part in this pilot by providing technical assistance, gardening supplies and tools.

Nutrition and Improvement for Women and Children during the First 1,000 Days of Life in Doña Remedios Trinidad (DRT), Bulacan – This collaborative project conducted in 2017 included demographic and nutritional assessment of the beneficiaries, supplementary feeding program through dry ration, nutrition education sessions and community mobilization through nutrition labeling of fruit-bearing trees and vegetables. This project was conducted in partnership with the Angat Buhay Project, Solana Land and the LGU of DRT. The Municipal Health Office of DRT closely worked with NFP in this project’s implementation.

Nutrition and Health Kiddie Classes (NHKC) – NFP’s flagship program for more than 20 years, which targets 4-6 years old preschool children that aims to improve the children’s nutritional status by promoting and providing knowledge in health and nutrition, and by advocating health and nutrition to their parents and other family members . This started in 1995 and officially closed in 2017. The project was eventually adopted as a regular activity of the Municipal Social Welfare and Development Department of the municipality of Alaminos in Laguna, one of partner communities in the implementation of the NHKC.

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What is the latest in the nutrition situation of the Philippines? Are we expecting a better scenario or has the situation worsened?

The 2019 National Nutrition Summit held on June 25, 2019 at Dusit Thani Manila presented the Expanded National Nutrition Survey (ENNS) Year I results with the theme “What does the 2018 data say: Are we In or Out?

The Summit was attended by 250 participants from government, non-government organizations and the private sectors, international development organizations, local government units (LGUs), the academe, the industry and FNRI staff.

DOST Secretary Fortunato de la Peña, in his keynote speech, mentioned the 2030 Sustainable Development Goals (SDGs) particularly SDG 2 and 3 to which DOST-FNRI subscribes to in terms of  planning, targeting and implementing food and nutrition  research and development (R&D) and science and technology (S&T) programs and projects aimed at solving malnutrition in the Philippines.  SDG2 is on ending hunger, achieving food security and improved nutrition and promoting sustainable agriculture. SDG3 is on ensuring healthy lives and promoting well-being for all at all ages. Further, DOST Secretary de la Peña informed the participants of the different DOST programs and interventions that are available for the people.   He suggested that the ENNS results be available on line. He also cited national policies and programs which were crafted using past nutrition survey results. He ended with information on DOST breakthroughs worth looking forward to make people’s life comfortable.

 DOST-FNRI Director Dr. Mario V. Capanzana presented the evolution of the national nutrition survey (NNS).  The NNS is a comprehensive survey conducted every five years. In between the five-year period, the Updating Survey of the Nutritional Status of Children and Other Population Groups is conducted every 2 to 3 years to rapidly assess the nutrition situation of Filipinos. It aims to provide scientific data on the nutritional and health status of Filipinos for planning nutrition and development programs and for timely policy decisions at the national, regional, provincial and highly urbanized city (HUC) levels.

Data and information shared during the presentations of the 2018 ENNS results answered some questions such as: Did the nutrition situation of Filipinos improve since the last survey in 2015? Or has it deteriorated further? Can we say that our efforts to combat malnutrition paid-off? Or do we need to go back to the drawing board for new solutions?

 Key findings by life stage were presented by senior staff of the Nutritional Assessment and Monitoring Division (NAMD). Among the data and information presented were on: anthropometry (prevalence of underweight, stunting, thinness and overweight among infants and young children and chronic energy deficiency among adults); infant and young child feeding (breastfeeding and complementary feeding practices). Other data presented were biochemical (incidence of anemia and iodine deficiency); clinical and health (incidence of elevated blood pressure, high fasting blood sugar, insufficient physical activity, smoking and alcohol consumption); food security; and maternal health.

 Dr. Imelda Angeles-Agdeppa, Scientist II and Chief Science Research Specialist, NAMD-FNRI talked how the NNS data fared with the PPAN and SDG targets? There were both good news and bad news with reference to the 2018 ENNS data compared with that of 2015 data. The good news, for instance, among children under five years old is the reduction in the prevalence of stunting from 33.4% in 2015 to 30.3% in 2018, a decrease of 1.0 percentage point per year. To meet the 2022 PPAN target of 21.4% reduction in stunting and the 2030 SDG target of zero malnutrition, a 2.2 and 2.5 percentage point decrease, respectively, in stunting per year is needed.

On the other hand, the bad news among the same group of children is the increase in the prevalence of overweight for-height from 3.9% in 2015 to 4.0% in 2018, an increase of 0.03% percentage point per year. To meet the 2022 PPAN target of 3.9% reduction in overweight for-height and the 2030 SDG target of zero malnutrition, a 0.03 and 0.3 percentage point decrease, respectively in overweight for-height per year is needed.

The observed decrease or increase in the prevalence or incidence in the nutrition indicators that give us a picture of the current nutrition situation of Filipinos show that we have yet to double, our efforts to address the nutrition problems besetting the country to meet both the targets of PPAN in 2022 and SDGs in 2030. As Dr. Agdeppa puts it, the various stakeholders involved in nutrition have to “ignite their minds and create big fire on creative and innovative strategies to address stunting; minimum acceptable diet for 6-23 months old; overweight across all age groups, anemia among women of reproductive age, median Urinary Iodine Excretion (UIE) among pregnant and lactating mothers; tobacco use, alcohol drinking and physical inactivity among adults.

The question that followed after the presentation of the ENNS results and a look at how we fared against meeting the PPAN and SDG targets is: “What can be done?” Invited representatives from the local government unit (LGU), House of Representatives, development partners and the private sector/industry shared their insights, opinions and experiences in addressing malnutrition among children and other population groups.

Food and Nutrition Research Institute Department of Science and Technology telefax: (02) 8837-2934 [email protected]

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Nutrition Education in the Philippines: Empowering a Healthier Nation

In the Philippines, nutrition education plays a pivotal role in fostering a healthier nation and addressing the nutritional challenges that impact the well-being of its citizens.

By incorporating key elements such as sports nutrition education, nutrition education activities for preschoolers, and nutrition education classes, the country aims to empower individuals with knowledge and skills to make informed dietary choices.

The pressing need for nutrition education arises from the rising prevalence of malnutrition, diet-related diseases, and unhealthy lifestyles. By emphasizing the importance of proper nutrition, the Philippines seeks to promote overall health and well-being, ensuring a brighter and healthier future for its people.

Table of Contents

Importance of sports nutrition education, nutrition education activities for preschoolers, nutrition education classes for the general public, need for nutrition education in the philippines, frequently asked questions.

Sports nutrition education is a critical component of optimizing the performance and overall health of athletes and active individuals. It goes beyond merely consuming food; it focuses on understanding how specific nutrients impact the body during physical activities and how dietary choices can enhance athletic performance, endurance, and recovery.

Here are some key points highlighting the importance of sports nutrition education:

• Supporting Athletes and Active Individuals: Sports nutrition education equips athletes and physically active individuals with the knowledge to fuel their bodies effectively. It helps them understand the unique nutritional needs associated with their training routines, competition schedules, and individual fitness goals. Proper nutrition is essential for sustaining energy levels, preventing injuries, and enhancing recovery, enabling athletes to perform at their best consistently.
• Impact on Athletic Performance, Endurance, and Recovery: The quality and timing of nutrient intake significantly influence athletic performance. Carbohydrates, for instance, serve as a primary energy source during exercise, while proteins aid in muscle repair and growth. Proper hydration is crucial for maintaining optimal performance and preventing dehydration, which can impair endurance and cognitive function. Sports nutrition education emphasizes these factors, helping athletes make well-informed choices to improve their overall athletic capabilities.
• Promoting Optimal Endurance: Endurance athletes, such as marathon runners or cyclists, rely heavily on their body’s energy stores during prolonged physical activity. Understanding how to maintain glycogen levels and provide a steady supply of nutrients becomes essential to sustain energy and endurance levels throughout their performance.
• Facilitating Efficient Recovery: Sports nutrition education also highlights the significance of post-exercise nutrition for effective recovery. Consuming the right nutrients after training or competition aids in muscle repair reduces inflammation, and replenishes glycogen stores, promoting quicker recovery and reducing the risk of injuries.

Initiatives and Programs in the Philippines

The Philippines recognizes the importance of sports nutrition education and has implemented various initiatives and programs aimed at promoting it among athletes and sports enthusiasts. These efforts include:

• Collaborations with Sports Organizations: The government collaborates with sports organizations to integrate nutrition education into training programs and athlete development initiatives. This ensures that athletes receive comprehensive guidance on dietary requirements and healthy practices.
• Sports Nutrition Workshops and Seminars: Specialized workshops and seminars are conducted across the country, bringing together athletes, coaches, and nutrition experts. These events educate participants about the significance of sports nutrition and how to tailor their diets to meet their individual performance needs.
• Educational Campaigns: National and regional campaigns are launched to raise awareness about the importance of sports nutrition among the general population. These campaigns aim to break common misconceptions and encourage a culture of informed dietary choices among sports enthusiasts.

The Significance of Early Nutrition Education

Early childhood is a critical developmental stage where lifelong habits are formed. Introducing nutrition education at this stage can have a profound and lasting impact on children’s health and well-being.

By instilling healthy eating habits from a young age, children are more likely to make nutritious choices as they grow older.

Early nutrition education also promotes proper growth and development, reduces the risk of childhood obesity and related health issues, and lays the foundation for a healthier adulthood.

Age-Appropriate Nutrition Education Activities

• Food Group Exploration: Engage preschoolers in activities that introduce them to various food groups, such as fruits, vegetables, grains, proteins, and dairy. Show them colorful pictures of different foods and encourage them to identify and sort them into the appropriate groups.
• My Healthy Plate: Create a visual representation of a balanced meal by drawing a large plate and dividing it into sections for each food group. Let the children use cut-out pictures of food items to fill their “healthy plates,” teaching them the importance of a balanced diet.
• Cooking Workshops: Simple cooking activities can be conducted, where children participate in preparing healthy snacks or meals under adult supervision. This hands-on experience not only teaches them about healthy ingredients but also fosters a positive attitude towards nutritious foods.
• Garden Projects: If possible, set up a small garden or a few potted plants in the preschool environment. Involve children in planting and caring for fruits, vegetables, or herbs. This activity encourages an understanding of where food comes from and promotes an appreciation for fresh produce.
• Storytelling and Role-Playing: Use storytelling or role-playing activities to convey the importance of healthy eating habits. Create characters that represent fruits and vegetables, and let the children act out scenarios related to making healthy food choices.

Existing Programs in the Philippines

In the Philippines, several programs and approaches focus on educating young children about healthy eating habits:

• Community Nutrition Programs: Local government units, in collaboration with health agencies, implement community-based nutrition programs that extend to preschools. These programs often involve nutrition education activities, along with supplementary feeding programs to address malnutrition in vulnerable communities.
• Partnerships with NGOs and Health Organizations: Non-governmental organizations (NGOs) and health-oriented groups in the Philippines actively work with preschools to conduct nutrition education workshops, seminars, and interactive activities for young children. These partnerships amplify the reach and impact of nutrition education initiatives.

The Current State of Nutrition Education in the Philippines:

While efforts have been made to promote nutrition education in the Philippines, the current state still faces some challenges. The country recognizes the importance of nutrition education, especially in combating malnutrition and lifestyle-related diseases.

However, the extent and depth of nutrition education vary across different regions and communities . Some schools and institutions incorporate nutrition education into their curricula, but its consistency and comprehensiveness remain uneven.

Challenges in Implementing Widespread Nutrition Education Initiatives:

• Limited Resources: One of the primary challenges is the limited availability of resources for nutrition education programs. Funding constraints and lack of access to educational materials can hinder the development and expansion of these initiatives.
• Lack of Qualified Educators: There is a shortage of qualified nutrition educators in some areas, which affects the quality of nutrition education classes. Trained professionals are crucial for imparting accurate and up-to-date information on nutrition to the general population.
• Cultural and Regional Diversity: The Philippines is a diverse country with various cultural and regional differences. Nutrition education initiatives need to be sensitive to these diversities and tailor their content and approach accordingly to be effective.
• Limited Integration in School Curricula: While some schools include nutrition education in their curricula, its integration is not consistent across all educational institutions. This lack of uniformity reduces the reach and impact of nutrition education among the general population.
• Addressing Misinformation: Overcoming existing misinformation and misconceptions about nutrition is a significant challenge. This requires targeted efforts to dispel myths and promote evidence-based information to encourage positive dietary changes.

Highlighting Successful Nutrition Education Classes and Workshops:

• Barangay Nutrition Scholars (BNS): The Barangay Nutrition Scholars program is an exemplary initiative in the Philippines. It trains community-based nutrition educators to provide nutrition education and promote proper nutrition practices at the grassroots level.
• Public Health and Nutrition Awareness Campaigns: Various regional health departments and NGOs conduct public health campaigns that include nutrition education components. These campaigns utilize media, community events, and interactive workshops to raise awareness about healthy eating habits.
• School-Based Nutrition Programs: Some schools have successfully integrated nutrition education into their activities. They conduct nutrition classes, organize cooking demonstrations, and involve parents to promote healthy eating habits among students and their families.
• Nutrition Counseling Centers: Certain regions have established nutrition counseling centers where individuals can seek personalized nutrition advice and guidance. These centers play a vital role in addressing specific nutritional needs and promoting healthy lifestyles.

Prevailing Nutritional Challenges – Data and statistics highlight the pressing nutritional challenges faced by the Philippines

• Malnutrition: According to the Food and Nutrition Research Institute (FNRI), malnutrition remains a significant concern, affecting both undernutrition and overnutrition. The Philippines has a high prevalence of stunting and wasting among children, indicating a lack of adequate nutrition during their early years.
• Micronutrient Deficiencies: The Global Nutrition Report shows that the Philippines also grapples with micronutrient deficiencies, such as vitamin A, iron, and iodine, which can lead to various health issues and impair overall growth and development.
• Rising Obesity Rates: On the other hand, the country is experiencing a rise in obesity rates, particularly among adults and children. The FNRI reports that overnutrition contributes to health problems like heart disease, diabetes, and hypertension.
• Unhealthy Dietary Patterns: Rapid urbanization and modernization have led to shifts in dietary patterns, with increased consumption of processed and unhealthy foods, often low in essential nutrients.

Consequences of Poor Dietary Habits on Public Health – Poor dietary habits have profound consequences on public health in the Philippines:

• Non-Communicable Diseases (NCDs): Unhealthy diets contribute significantly to the surge in non-communicable diseases, including heart disease, stroke, type 2 diabetes, and certain types of cancer. These NCDs place a considerable burden on the healthcare system and reduce overall productivity.
• Malnutrition-related Issues: Malnutrition, whether undernutrition or overnutrition, impacts physical and cognitive development , leading to reduced productivity and hindering the country’s socio-economic progress.
• Healthcare Costs: Treating diet-related health conditions places a strain on the healthcare system and drives up medical expenses for individuals and the government alike.
• Inter-generational Impact: Poor dietary habits can perpetuate across generations, creating a cycle of malnutrition and associated health problems in families and communities.

The Need for Comprehensive Nutrition Education – Given the prevailing nutritional challenges and their adverse effects on public health, comprehensive nutrition education is essential to combat these issues:

• Raising Awareness: Nutrition education creates awareness among individuals, families, and communities about the importance of making healthy food choices and the consequences of poor dietary habits.
• Empowering Informed Choices: Through nutrition education, people gain the knowledge and skills to select nutritious foods that meet their specific dietary needs, promoting better health outcomes.
• Prevention and Intervention: Nutrition education can aid in the prevention and early intervention of malnutrition and diet-related diseases, reducing their prevalence and severity.
• Promoting Sustainable Changes: Comprehensive nutrition education fosters long-term behavioral changes, promoting sustainable and healthy eating habits.
• Targeting Different Age Groups: Tailoring nutrition education programs for various age groups, including children, adolescents, adults, and seniors, ensures that all segments of the population benefit from the initiatives.

Sports nutrition education focuses on understanding the impact of specific nutrients on athletic performance, endurance, and recovery. It involves learning about proper hydration, energy requirements, and nutrient timing for athletes and active individuals.

Nutrition education for preschoolers lays the foundation for healthy eating habits. It helps in their growth and development, reduces the risk of childhood obesity, and fosters a positive attitude towards nutritious foods.

The current state of nutrition education in the Philippines faces challenges, including limited resources, a shortage of qualified educators, regional diversity, and limited integration in school curricula.

Poor dietary habits contribute to non-communicable diseases (NCDs) like heart disease, diabetes, and hypertension. They also exacerbate malnutrition-related issues and increase healthcare costs.

Nutrition education raises awareness about the importance of consuming a variety of nutrient-rich foods, helping combat micronutrient deficiencies prevalent in the country.

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Strengthening the School Health and Nutrition Programs For the Achievement of the Education for All (EFA) and Millennium Development Goals (MDGs). Department order No. 43, Series of 2011

The Department of Education (DepEd) through the Health and Nutrition Center (HNC) is strengthening the School Health and Nutrition Programs (SHNP) into its key programs and aligning all its activities into one seamless whole. This is envisioned to make this Department better able to determine the effectiveness and relevance of its programs, and to make these more responsive to the DepEd’s mission of enhancing the student’s motivation and capacity for learning, improving learning outcomes, reducing absenteeism, and ensuring that school-age children are able to stay in school as enunciated in the Education For All (EFA) and Millennium Development Goals (MDGs).

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BS in Nutrition and Dietetics in the Philippines

• Read about the BS in Nutrition and Dietetics course: Start reading >>

Find Nutrition and Dietetics schools

Program overview.

The Bachelor of Science in Nutrition and Dietetics (BSND) is a four-year degree program that teaches students with the principles and procedures of the use of food for therapeutic purposes in the management of persons suffering from a disease. Students of this program are also taught techniques and management of food production, particularly the phases of the foodservice cycle: menu planning, purchasing, receiving, storage and issuance, pre-preparation, production, merchandising and service, food safety, and sanitation and cost control.

Recommended Senior High School Strand

Students who wish to take BS in Nutrition and Dietetics in College are encouraged to take the Science, Technology, Engineering, and Mathematics (STEM) strand under the Academic Track. The strand provides the basics of applied mathematics and sciences that will be useful in their college life.

Subjects and Curriculum

• Basic Nutrition
• Nutrition in the Life Stages
• Nutrition Therapy
• Public Health Nutrition
• Assessment of Nutritional Status
• Food and Nutrition Research
• Nutrition Education

Admission Requirements

Qualifications

• The student must be a high school graduate. 

However, if they were not able to graduate high school, they may opt to take the Alternative Learning System (ALS) and pass the Philippine Educational Placement Test (PEPT) to qualify for college; the availability of courses for PEPT passers depend on the university.

• The students must pass the College Admissions Test of the university.

Basic Requirements

• Form 138 - High School Report Card (Original and Photocopy)
• Recommendation letter from High school principal and guidance counselor
• Most recent medical and dental health record
• Copy of NSO Certified birth certificate
• Certificate of Good moral character
• Copy of honorable dismissal
• Copy of high school diploma
• (1) Latest 2”x2” ID Picture

Program Outcome

Graduates of BS in Nutrition and Dietetics are expected to be able to:

• Apply nutrition care process in different settings
• Practice interpersonal skills and leadership
• Execute community-oriented activities and research
• Show skills in problem-solving and decision-making to analyze results
• Have interpersonal skills and leadership in practicing nutrition and dietetics 

On-The-Job Training/Internship

During the fourth year of the program, students are required to attend an On the Job Training (OJT) in hospitals, food service companies, and community health facilities.

Students are given the opportunity to apply their knowledge and skills in an actual work setting. Usually, universities require them to submit a written report on their tasks, learning experiences, and hours rendered. Their work performance will also be evaluated by their immediate managers and will be submitted to their respective OJT coordinator. The number of hours required may differ in each university.

To become a Registered Nutritionist–Dietitian (RND) in the Philippines, a graduate of BS in Nutrition and Dietetics needs to pass the Nutritionist–Dietitian Licensure Examination. The examination is conducted by the Board of Nutrition and Dietetics under the supervision of the Professional Regulations Commission (PRC). The exam is conducted once a year in the month of July. 

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New Project Supports Campaign Against Malnutrition in the Philippines

WASHINGTON, June 22, 2022 – The World Bank’s Board of Executive Directors has approved today a US$178.1 million loan to support Philippines’ efforts to combat malnutrition.

The Philippines Multisectoral Nutrition Project will support the delivery of nutrition and health care services at the primary care and community levels to help reduce stunting – characterized by prolonged nutritional deficiency among infants and young children – in 235 municipalities known to have high incidence of poverty and malnutrition.

“The persistence of high levels of childhood undernutrition in the Philippines, exacerbated by the COVID-19 pandemic, could lead to a significant increase in inequality of opportunities in the country,” said Ndiamé Diop, World Bank Country Director for Brunei, Malaysia, Philippines, and Thailand. “ Where healthy children can do well in school and look forward to a prosperous future, stunted children tend to be sickly, learn less, more likely to drop out of school and their economic productivity as adults can be clipped by more than 10 percent in their lifetime. Hence, improving the nutritional status of children is key to the country’s goals of boosting human capital while strengthening the country’s economic recovery and prospects for long-term growth.”

This project will deliver a package of nutrition-specific and nutrition-sensitive interventions across the various local government (LGU) platforms together with a social behavior change and communications interventions. Households with pregnant women and children under two years will benefit from high-impact nutrition interventions including infant and young feeding, regular growth monitoring, multiple micronutrient supplements for children 6–23 months, iron-folic acid supplementation for pregnant women, vitamin A supplementation for children, dietary supplementation for nutritionally-at-risk pregnant women, and treatment of moderate and severe acute malnutrition.

The project will also support behavioral change campaigns for targeted households and communities to adopt behaviors crucial to improving nutrition outcomes for women and children, including hand washing with soap at critical times; improved sanitation and access to safe drinking water; early child-care and development; nutrition-focused child-care development activities; and promoting access to Pantawid Pamilya or 4Ps, one of the country’s social protection programs.

Anchored in the Department of Health’s Universal Health Coverage initiative, the project will provide performance-based grants to local government units, linked to delivery of pre-defined nutrition, maternal and child services, and improvements in local level planning and budgeting for nutrition projects to encourage implementation of these nutrition interventions through the country’s primary health care system.

Informed by a wealth of evidence and experiences across the world, the East Asia region as well as in the Philippines, these interventions focus on the first 1,000 days of life – from conception through pregnancy and birth, the newborn period, infancy, and transition to primary school – a critical period of children’s development, according to Nkosinathi Mbuya, World Bank Senior Nutrition Specialist, East Asia and Pacific Region.

“Undernutrition and exposure to risks and adversities during the first 1,000 days of the child’s life can disrupt cognitive, emotional, and physical development and hold children back from reaching their full potential, thus affecting the formation of the country’s human capital ,” Mbuya said . “Therefore, interventions to improve nutritional outcomes must focus on this age group and women of child-bearing age.”

Such adversities and risks include poverty; malnutrition; lack of access to clean water and sanitation facilities; lack of nurturing care and stimulation; high levels of family stress; exposure to conflict, violence, child abuse, or neglect; and lack of access to quality health, nutrition, and education services.

The ongoing Russia-Ukraine conflict is likely to exacerbate the food and nutrition security of vulnerable Filipino households. Globally, food prices, already on the rise since the second half of 2020, have reached an all-time high in February 2022, leading to food security problems around the world. These events indicate that unless immediate action is taken, millions of Filipino children will face the increased risk of undernutrition and likely suffer the consequences of poor school performance and low adult productivity.

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Building programs to improve the health of women and children living in the Philippines.

We work with the government to strengthen the country’s health and nutrition programs, build the capacity of health workers, and improve nutrition, health and survival of women, girls and children.

The trend of nutrition indicators in the Philippines shows a lack of improvement―and in some cases it has been worsening since 2003.

Read the Philippines Country Brief

The Philippines is grappling with severe malnutrition, with a high prevalence of wasting, stunting, micronutrient deficiencies and overweight among children and women.

Without additional interventions, the cost of malnutrition to the economy is estimated at nearly USD $4 billion annually.

Our solution

Working with the government and partners, we’re strengthening the country’s health and nutrition programs to improve the lives of women and children.

Nutrition International’s work includes:

• Strengthening government health systems and service delivery
• Building capacity of healthcare workers
• Improving knowledge of caretakers and mothers on key nutrition interventions
• Improving the uptake of nutrition services and commodities

We share our knowledge of best practices and innovative solutions to inform government policies and make programs and services more effective, inclusive and sustainable.

We aim to achieve four key and complementary strategic objectives in the Philippines:

• Improve the nutrition, health and survival of pregnant and postpartum women, their newborns and children six to 23 months through the first 1,000 days
• Improve the nutrition, health, and wellbeing of adolescent girls and women 20 to 49 years of age
• Improve the nutrition, health, development and productivity of the general population
• Strengthen nutrition governance and increase resourcing for nutrition

Contact information

Get in touch

Country Representative, Philippines Erwin O. Nacuray Email : [email protected]

Telephone : +63 926 075 9033

Our Global Projects

Discover our projects in the Philippines

Browse our projects to learn about how we deliver high-impact, low-cost, evidence-based nutrition programs for those who need it most.

Bridging the fortification gap in the Philippines

Nutrition International is leading a collaborative effort to improve the micronutrient status of women, adolescent girls and children in the Philippines by improving fortification policies.

Technical Assistance for Nutrition (TAN) Project

With UK aid from the UK Government, NTEAM’s TAN project provides support and assistance to SUN Movement countries to improve the nutritional status of their populations, especially women and children.

Vitamin A Supplementation

Since 1994, we've been leading the global effort to reduce the death of children under five by making sure that vitamin A supplements are delivered to developing countries around the world.

With Good Nutrition She’ll Grow Into It

With good nutrition, a girl can grow, learn, earn and lead. Together, we can spur global action to ensure girls have the nutrition they need to survive and thrive.

Right Start Philippines

Right Start Philippines focused on reducing anaemia in pregnant women and young children, reducing low birthweight, and averting deaths in infants and children under five.

The partnership will increase the capacity of decision-makers to prioritize nutrition within annual budgeting and mobilize political will by highlighting the cost of inaction in nutrition.

Nutrition International is leading a collaborative effort to improve the nutritional status of the Filipino by bridging the gap in fortification policies to improve access to key micronutrients.

Case Studies

This document includes 11 inspiring stories of change from Nutrition International’s Barangay First 1000 Days program in Philippines which aimed to improve maternal, infant and young child nutrition.

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The Current State of Nutrition Education in the Philippines

2016, Journal of Human Ecology

Related Papers

Journal of Nutrition Education

Jeannie Sneed

Royal Colle

Journal of Primary Care & Community Health

Julieta B Dorado

Aims: Undernutrition among 0 to 5 years old children remains a public health problem in the Philippines. This process evaluation study documented and examined the implementation of an intervention strategy for young children. Methods: Complementary feeding of 6-month to 2-year-old children was implemented for 120 days by the municipalities of Plaridel and Pulilan in Bulacan, Philippines utilizing local-based food made of rice and mung bean along with nutrition education classes among mothers/caregivers using the developed nutrition modules. A total of 121 mother-/caregiver-child pairs were the program participants of the intervention. Pre-post design were used in the analysis of quantitative data. Qualitative data were encoded verbatim manually using emerging themes. Key informant interviews among community workers and municipal officials and focus group discussions among mothers/caregivers and community workers were conducted to gather the needed data. Results: The municipalities a...

Sima Hamadeh, PhD.

Maternal & Child Nutrition

Arlene Mitchell

Journal of Agriculture, Food Systems, and Community Development

Samuel Ikendi

Nutritional health is a core aspect of sustainable development. Globally, progress has been made in reducing child stunting and promoting exclusive breastfeeding; nevertheless, anemia, malnourish­ment of mothers and children, and general food insecurity are still persistent, requiring multi­faceted approaches to address those challenges (Food and Agriculture Organization of the United Nations [FAO] et al., 2022). Uganda, the location of this case study, adopted both global and region­al strate­gies. For example, Uganda is a signatory to the United Nations Sustainable Development Goals (SDGs) targeting an end to all forms of malnutri­tion by 2030 (United Nations, 2015). Regionally, Uganda is also a signatory to the 2014 Malabo Declaration, which aimed at enhancing food production and reducing malnutrition by 2025 (African Union, 2014). The Uganda Nutrition Action Plan I (UNAP) of 2011-2016 made gains in reducing child stunting from 33% to 29% and wasting from 5% to 4%.However, mothers and malnourishment persist (Office of the Prime Minister[OPM], 2020). The UNAP II 2020−2025 targets reducing malnutrition by leveraging collaborations to improve the functionality of nutrition intervention programs (OPM, 2020).

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The Indian Journal of Pediatrics

SERIGNE MBACKE DIENE

Journal of Nutrition Education and Behavior

Susan Baker

Marko Kerac

Nutrition and feeding interventions are important for children’s growth and development. Holt International’s Child Nutrition Program (CNP) is a child nutrition and feeding intervention. This study aims to describe and explore the implementation of CNP in Mongolia and the Philippines using mixed methods including qualitative and quantitative data analysis. The analysis framework was guided by the WHO’s Monitoring the Building Blocks of Health Systems. Key informant interviews (KIIs) were conducted, transcribed, translated and coded. Knowledge, Attitude and Practice Surveys (KAPS) and pre-/post-tests from routine program audit data were analyzed. Analysis of nutrition (Mongolia: 95% CI: 7.5-16.6 (p = &lt; 0.0001), Philippines: 95% CI: 7.6-15.7 (p= &lt; 0.0001)) and feeding (Mongolia: 95% CI: 11.7-23.9 (p = &lt; 0.0001), Philippines: 95% CI: 6.6-16.9 (p = &lt; 0.0001)) tests indicate improvement post-training in both countries. KAPS indicate changes in desired practices from pre-train...

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DOH, DEPED LAUNCH HEALTHY LEARNING INSTITUTIONS TO STRENGTHEN SCHOOL HEALTH PROGRAMS

Aiming to strengthen school health and nutrition programs, the Department of Education (DepEd), together with the Department of Health (DOH), launched healthy learning institutions in the basic education sector through a ceremony held in Quirino High School, Quezon City, today, October 11, 2022.

Carrying the theme “Pinalakas na Oplan Kalusugan sa DepEd, Pinatatag na Healthy Learning Institutions,” the ceremony gathered Executive Committee leaders of both DepEd and DOH, local government representatives of the host city, and selected school health and nutrition personnel from across the country to highlight the importance of a whole-of-government and whole of society approach to strengthening school health programs. Institutionalized in 2018, Oplan Kalusugan sa DepEd or OK sa DepEd is the convergence of the Department’s health and nutrition initiatives for their effective and efficient implementation at the school level, in partnership with various stakeholders.

“I look forward to receiving the results of your consultative workshop summarizing the issues, concerns, and recommendations from regional school health and nutrition personnel, including the Bangsamoro Autonomous Region in Muslim Mindanao,” Vice President and Education Secretary Sara Z. Duterte noted in her message as read by DepEd Undersecretary and Chief of Staff Epimaco V. Densing III.

Early this year, DepEd established a partnership with the DOH and other national government agencies to strengthen school health under the basic education sector as Healthy Learning Institutions (HLI), through the Department of Social Welfare and Development (DSWD), Department of Education (DepEd), Commission on Higher Education (CHED), Legal Education Board (LEB), Technical Education and Skills Development Authority (TESDA), and Department of Interior and Local Government (DILG) Joint Administrative Order (JAO) 2022-0001 titled Guidelines on Healthy Settings Framework in Learning Institutions. Pursuant to Section 30 of Republic Act 11223 or the Universal Health Care Act, the JAO operationalizes the designation of schools as healthy settings, based on standards set by the DOH and DepEd.

The DOH manifested its gratitude for the efforts of the DepEd particularly in prioritizing learners’ health and well-being. The Department also expressed its commitment to support the DepEd in this endeavor.

“Through a whole of government and whole of society approach, the DOH commits to helping DepEd in ensuring learners’ health and well-being through improving access to health care, creating and writing healthy school policies; creating conducive physical and social environments; strengthening links with community on health; and reinforcing health skills and education. We are confident that this innovative strategy of deep cooperation between the sectors of health and education in the national, regional, and local levels will be fruitful in maximizing the positive impact of education in Filipino learners’ development,” said DOH OIC-Undersecretary Dr. Beverly Lorraine C. Ho.

The HLI framework is currently being pilot-tested in 273 last-mile elementary schools in eight provinces and one city. Further, the said program is also intended to be adopted as the framework for OK sa DepEd.

“While the lessons they [students] learn within the classrooms are important for them to reach their potentials as future leaders of tomorrow, it is equally important that they be given the resources and tools that will enable them to maintain their health and care for their general well-being. In doing so, we are already giving them the means to step towards a future that is brighter, safer, and happier,” DepEd Undersecretary Atty. Revsee A. Escobedo stressed.

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